Suffixes of adjectives after sibilants and c. Letters o - e after sibilants and c in suffixes of adjectives

Municipal budget educational institution"Urakhchinskaya main comprehensive school»

Rybno-Slobodsky municipal district

Republic of Tatarstan

“Writing O and E after sibilants

in endings and suffixes

nouns and adjectives"

(Russian language lesson in 4th grade)

Prepared and carried out

teacher primary classes Chugunova Lyubov Nikolaevna

2016

Subject: Writing O and E after sibilants in endings and suffixes of nouns and adjectives

Target: formation of spelling o, e after sibilants in endings and suffixes of nouns and adjectives

Tasks: - to identify the degree to which students have acquired knowledge about parts of speech (nouns, adjectives), morphemes of words;

Create conditions for skills development correct spelling letters O-E after sibilants in suffixes and endings of nouns and adjectives for primary schoolchildren.

Develop coherent speech creative thinking, ability to compare, analyze and generalize.

Lesson type : a lesson in learning new material.

UUD: subject : apply knowledge on the topic being studied; make a collective decision in the process joint activities; assess their level cognitive interest to the topic being studied; allocate characteristic features and patterns.

Personal : development personal meaning teachings; broad motivation for learning, acceptance of other people’s opinions; perception of education as a personal value; give adequate self-esteem.

Metasubject

Cognitive: extract necessary information from the textbook and additional sources knowledge (dictionaries, cards, tables).

Regulatory: regulate their own activities aimed at learning new things; plan their activities; are working according to plan.

Communicative: planning educational cooperation with the teacher and with peers; the ability to express one's thoughts; assessing the quality of one’s own and overall educational activities

Planned results : the student will learn to explain the studied spelling; use the rule of writing o, e after sibilants (in endings and suffixes of nouns and adjectives)

Basic concepts: writing o, e after sibilants, noun, adjective, suffix, ending

Resources : Churakova N.A. Russian language. 4th grade: Textbook 1 hour;

Baykova T.A. Russian language. 4th grade: Notebook for independent work No. 1; cards for individual, pair and group work, tables with conclusions and an algorithm for working on writing O and E after sibilants in the endings and suffixes of nouns and adjectives, lesson plan, presentation.

Forms of work : frontal, group, pair, individual

During the classes:

I . Organizing time

The bell has already rung.
The lesson begins.
We are not alone today
The guests have arrived for the lesson.
Turn around quickly
Greet your guests!

Let's start the Russian language lesson.

Guys, please open your notebooks, check your seating, write down the date December 12, great job.

Study of language material .

U: guys. Pay attention to the board. Word combinations are written on the board. Why are different vowels placed after sibilants? the following words?

In the dark e m forest embroidered scarf e To

watchman e howl boat fluffy snow O To

in large O m house warm ray O m

hedgehog O mittens of huge bowls e th

You can use the hint. (disassemble the words according to their composition)

Teacher: Write down the words with spellings after the hissing words in your notebook, highlight the morpheme. (Grisha works on a piece of paper)

In which morpheme are there spelling patterns for vowels after sibilants? Are they spelled the same?

Suggested answer : vowel suffixes, endings and are written differently.

T: What will we talk about in class?

FORMULATION OF THE LESSON TOPIC

Spelling O and E after sibilants in endings and suffixes of nouns and adjectives

(Lesson topic on the board)

SETTING GOALS lesson by students using the technique of guessing

(continue sentences):

1. Let’s get acquainted………..

2. Let’s fix the spelling…………

3. Let’s check our ………….

II . Updating students' knowledge of the spelling of O and E after sibilants in noun suffixes

U: Now we will conductFINK - WRIGHT – ROUND ROBIN

Your task is to think. Insert required letters on leaves. Then take turns reading your answer from the piece of paper.(we work in groups)

D: insert the required letters

U: Guys , having difficulty writing words.

D: yes

U: What are the difficulties?

D: writing letters o-e after sibilants

What happens? Problem situation

D: There is a problem: what letter should be written after the sibilants in the suffix O or E.

T: how to solve the problem? Let's look atwhat part of the word is this spelling?

To do this, you need to find out from the base of which word these words are formed.

D: The word barrel is formed from the stem of the word bok using the suffix -ok. This means that this spelling is in the suffix.

Write in a notebook in a column of words: bok-, ram-, etc.

Reading the Bat poster on page 135

IN SUFFIXES OF NOUNSunder stress spelled Ono accent - E, if these nouns are formed from other nouns:

peasantO k – (from man);/

little bird - (starling);/

ravine – (from ravine);/

T: We place stress on the words on the pieces of paper. We check whether the missing letters were inserted correctly after the sibilants using the rule. We write down these words. What alternation do we see? (k/h, n/sh, etc.)

III . Exercises to consolidate the spelling of O and E (e) after hissing nouns in suffixes

Exercise 103, from 103

T: Read the lines of poetry.

D: Sliced the bitter ray(e\o)k old man(e\o)k

I had dinner with them and lay down (y\o)k.

U: Write down the words with the suffix -ok- in a column. Next to each of these words, write down the words from which they are derived. Show the alternation of consonants [k] \ [h] visible in the letter.

D: luh ok – luTo

oldh ok - oldTo

boh ok – boTo

Fizminutka

Are you probably tired?

Well, then everyone stood up together!

They stomped their feet.

Hands patted.

Leaned right, left

They twisted and turned.

And everyone sat down at their desks.

We close our eyes tightly,

We count to five together.

Open, blink

And we continue to work

IV . MIX PEA SEA (RELLY ROBIN)

T: What is a noun?

D: This is a noun independent part speech that denotes the subject and answers the questions WHO? WHAT?

U: Which letter in noun suffixes is written under stress?

D: O is written under stress in noun suffixes.

U: Which letter in noun suffixes is written in unstressed position?

D: In unstressed position, the letter E is written in noun suffixes

T: What is an adjective?

D: An adjective is an independent part of speech that denotes a characteristic of an object and answers the questions WHAT? WHICH? WHICH? WHICH?

U: What letters are written in the suffixes of adjectives after hissing ones?

V . Formation of students' knowledge of spelling O and E after hissing adjectives in suffixes

Rule bat p.136.

U exercise 105, from 137

A) T: Read the task to yourself. Table No.... Participant No...., tell me what needs to be done.

D: From the stems of nouns you need to form adjectives using the suffix -ov- or -ev- and write them down. The resulting words need to be stressed and the suffix highlighted.

(mutual check)

T: You have cards with words on your tables. I also have cards with words. I pick up a card, and you make up a phrase by selecting nouns that are appropriate in meaning from the list and putting them in the correct form.

Group 1 adjective words: key..., reeds..., walrus..., hedgehog....

Group 2 words nouns: water, thickets, mustache, family.

T: Write two sentences that use all four phrases.

D: for example: The hedgehog family went for spring water. Suddenly a walrus mustache appeared from the reed thickets.

VI . Formation of students' knowledge of spelling O and E after sibilants in the endings of nouns and adjectives

Bat Rule, p.137

Doing exercise 106, page 137

VII . Lesson summary Reflection. ( Regulatory: accept and save learning task when performing tasks; act taking into account the guidelines outlined by the teacher.)

Our lesson has come to an end.

I suggest you evaluate how you handled the task.

Take the emoticon that will tell you about your mood in class.

What goal did we set for ourselves at the beginning of the lesson today?

Application

In the dark e m forest embroidered scarf e To

watchman e howl boat fluffy snow O To

in large O m house warm ray O m

hedgehog O mittens of huge bowls e th

Barrel..k, lamb..k, snow..k, badger..k, wreath..k, handkerchief..k, shepherd..k.

key…

reeds...

walrus…

hedgehog…

water

thickets

mustache

family

Municipal educational institution

Volodarskaya high school

Abstract open lesson

Russian language

in grade 6B on the topic:

“Vowels O and E after sibilants

in adjective suffixes"

Compiled by a teacher of Russian language and literature

1 qualification category

Kurbatova Nina Sergeevna

Ulyanovsk, 2018

Lesson objectives:

Educational:

Teaching students how to form adjectives using suffixes-ov-, -ev- .

Mastering the rules of writing lettersoh after the hissing andts in the specified suffixes.

Educational:

Development of thinking, logic, skills of analysis and systematization, identifying essential features and properties, drawing general conclusions.

Development of the ability to apply knowledge in practice.

Formation of skills in partial search cognitive activity, independence.

Development of speech culture.

Educators:

Foster mutual respect.

To cultivate a love for the Russian language, a sense of beauty, creative imagination students.

Rock type : a lesson in “discovering” new knowledge

Lesson type : lesson-research

Technology : problem-dialogue

Equipment : projector, cards, illustrative and Handout, presentation.

STRUCTURE AND PROGRESS OF THE LESSON

Motivation for learning activities

(20 sec).

Hello! My name is Nina Sergeevna. Today I will give you a Russian language lesson. I'm very glad to see you all.

Prepare to receive information.

Communicative UUD: be able to listen to your interlocutor

Updating knowledge, communicating the lesson topic, setting goals

(7 min)

Today we will play the role of linguists - researchers. We will have to keep our diary during the lesson, making notes on the material being studied. I ask you to pick up the diary of a linguist-researcher and write down your last and first name in it.

1 task. Word research. Classifying them according to their characteristics.

Write down the words with spellings:

For the first row “Letters O-E after sibilants at the root of the word”

For the second row “Letters O-E after sibilants in the suffix of nouns”

For the third row “Letters O-E after sibilants at the endings of nouns and adjectives”

Write down the words in the appropriate column, classifying them according to the location of the spelling in the word (root, suffix, ending).

Res..tka, street..y, doctor..m, dog..nka, daughter..nka, woman, sh..roh, friend..k, hedgehog..vy, prickly..go, squeak..howl, squirrel..nock, lead..howl.

Row 1, please name the words that you wrote in the first column: gr..tka, zh..lud, sh..rokh. What does the choice depend on? correct spelling spelling in words? (from root and accent. As well as the selection of words with the same root ) Let's draw a diagram.

Row 2, please name the words that you wrote in the second column: dog..nka, daughter..nka, friend..k. What determines the choice of the correct spelling of words? (from suffix and stress ) Let's draw a diagram.

Row 3, please name the words that you wrote in the third column: street..th, doctor..m, prickly..go. What determines the choice of the correct spelling of words? (from ending and accent ) Let's draw a diagram.

We did well. Guys, what words were left without a group? (adjectives). Why? Let's try, by analogy, to title the fourth column of the table for them - “Letters O-E after hissing adjectives in the suffix.”

What will the topic of our lesson be?“The letters O-E after sibilants in the suffix of adjectives.” Write the topic of the lesson in the researcher's journal.

The teacher listens, goes to the board, explains the spelling, processes the information, classifies words according to the location of the spelling in the word.

Cognitive UUD: be able to systematize the material obtained in previous lessons.

Communicative learning activities: be able to determine the purpose of educational activities, be able to listen to the interlocutor, formulate own opinion and position.

Regulatory UUD:

Be able to look up in a dictionary required material, be able to plan your action in accordance with the task.

Formulation of the problem

(2 minutes.)

What is the purpose of our research? (Our goal is to develop the ability to apply the rule of writing lettersO-E after hissing adjective suffixes -OV-, -EV- ).

To achieve the research goal, we need to complete three tasks.

- What tasks will we solve to achieve this goal?

1) Formulate the spelling rule O-E after sibilants and C in the suffixes of adjectives -OV-, -EV-.

2) Create an algorithm for working with spelling. Reinforce the rule as you complete tasks.

3) Let's develop the skill of distinguishing the spelling of lettersO , e Ande after the hissing andts V various parts words different parts speech.

Students answer questions, work with the table, explain, give examples, determine the purpose of the learning activity with the help of the teacher and independently. Write down the topic in a notebook and determine the objectives of the lesson.

Communicative UUD: be able to formulate your thoughts in orally, answer the teacher’s questions, hear and understand the speech of others.

Cognitive UUD: be able to explain phraseological units..

Regulatory learning activities: be able to determine the purpose of educational activities (stages) and tasks in collaboration with the teacher.

Discovery of new knowledge.

(3 min.)

Well done! And now, without turning to sources, by analogy with the first three columns, let’s try to examine column 4 and derive the rule ourselves.

Hedgehog..howl, food..howl, lead..howl.

What do these words have in common? (suffix) We display the diagram.

Formulate a rule. When it is written letters O-E after sibilant adjectives in suffixes?

1. Let's turn to reference material: p.28 in the textbook. Read the rule, remember it and reproduce it with examples. (Students say the rule).

- What was our first task? Have we dealt with it?

They summarize the information, transfer the rule by heart, learn to correctly indicate the spelling (on the board and in the notebook).

To sum it up:completed the first task of the lesson

Regulatory management control: be able to carry out final control of activities (“What has been done?”).

Communicative UUD: be able to express your thoughts with accuracy and sufficient completeness.

Primary consolidation

(4 min.)

Physical education minute (2 min)

Task 2. Create an algorithm for working with the rule.

Based on the examples on the board, create an algorithm for marking spelling in diaries.

Drawing up the algorithm frontally. Let us comment on the compiled algorithm.

ALGORITHM

1.Identify part of speech (noun)

2. Determine in which part of the word the letter is missing (in the suffix)

3.Where does the emphasis fall?

4. If the suffix after sibilants is stressed, I write -o, and in other cases - e.

- What was our second task? Have we dealt with it?

Physical exercise (to movement music)

Work with supporting outline algorithm, fill it out.

Repeat the movements to the music after the teacher.

Cognitive UUD: be able to choose a solution, justify the choice.

Communicative UUD: be able to express your thoughts with accuracy and sufficient completeness, be able to take into account the opinion of a friend.

Incorporating new knowledge into the knowledge system and reviewing (5 min.)

Let's put our algorithm into practice.

Reception Spelling relay race.

The teacher gives the student in the first row a card with words. He will have to independently insert the missing spelling into one word, explaining it. Then he passes the piece of paper to his neighbor at his desk. And so along the chain to the end and back. Each student completes 2 words in total.

GUARD…HOWING BOAT

KAMYSH…VYY HUT

RING…VAY ROAD

FATHER...VSKY BACKPACK

DANCE…VALLY HALL

PEPPER PLASTIC

CITZ...THE DRESS

HEDGEHOG...MITTENS

Test yourself!

Our first row will be experts. I give you the group work. Using the checklist, you should check the work and evaluate it.

In the meantime, while the experts are working, we will once again repeat our scheme and spelling algorithm for the spelling we are studying.

Cognitive UUD: be able to find the necessary information.

Independent work.

3 min

Now let’s check how you have learned this rule. Spelling O-E-E after sibilants and C (in the root, suffix, ending)

Task: Indicate the correct answer .

1. The letter E is written at the root

a) sh..lk b) sh..k c) sh..mouths d) sh..fer

2. The letter O is written in the suffix

a) cheap b) black c) glossy d) black

3. The letter E is written at the end

a) soot..b) key..m c) pencil..m d) owl..m

4. The letter E is written in the suffix

a) father..vsky b) frog..nock c) quartz..vsky d) worm..k

5. The letter O is written in the suffix

a) calico... b) glossy c) patterned d) manganese...

Independent work in the form of choosing a difficulty level in the form of a test, followed by mutual testing.

5 correct answers – 5 points

4 correct answers – 4 points

3 correct answers – 3 points

2 correct answers – 2 points

1 correct answer – 1 point

Lesson summary. Reflection

(2 minutes.)

What new did you learn today?

What have you learned? What did you discover?

What problems did you encounter? What was difficult?

Answers the teacher's questions.

Communicative skills: be able to answer questions, listen and understand others.

Regulatory management control: be able to evaluate the results of activities (one’s own, someone else’s)

Cognitive learning skills: be able to show creativity.

Homework

(1 min.)

Multi-level homework.

Compose a dictation of 20 words on the topic “The letters O and E after sibilants and C”or execute

- ex. 363 (distribute words into 4 groups)

- ex.362 (replace phrases)

Select a task from the ones offered.

Regulatory UUD: be able to assess your capabilities.

Reflection (1 min.)

Reception Ladder of Success

Children come up and place the little man (themselves) on the step that is closest to them.

Regulatory management control: be able to evaluate the results of activities (one’s own)

MORPHOLOGY

ADJECTIVE

§ 30. O, E AFTER SISSINGS AND C IN SUFFIXES AND ENDINGS OF ADJECTIVES

MATERIAL FOR OBSERVATION AND REFLECTION

Write down the words. Place emphasis. Highlight suffixes and endings in nouns and adjectives. Match the spelling o – e in significant parts words after sibilants and c. Draw a conclusion. Check your judgment against the rule given below.

– In suffixes and endings of adjectives, as well as nouns, after sibilants and q under stress it is written about, and in an unstressed position - e (exemplary, alien, ring, dense).

175. I. Make sentences from these words, putting adjectives and nouns in required case. Write down the sentences you made.

1. It is impossible, fresh, to live, air, without. 2. Po, cloud, blue, small, floating, sky. 3. Winter, snow, pure, whitest, in, grove, with a running start, shook it off. 4. Clouds, above, black, city, hanging, leaden. 5. Father, I, hedgehog, mittens, in, held.

II. Indicate graphically significant parts of the word in adjectives. Explain their spelling.

176. I. Write down the adjectives, inserting the missing letters and distributing them in two columns: 1) with o after sibilants and c; 2) with e after the same consonants in significant parts of the word. Graphically indicate the spellings.

Hedgehog..howl, face..howl, canvas..howl, food..howl, crimson..howl, good, fresh..go, alien..th, reed..howl, plush..howl, lead.. howl, arctic fox..howl, walrus..howl, glossy..howl, rod..howl, ring..howl, pollen..howl, baby..howl, root..howl, pear..howl, embryonic, soil ..chny, lily of the valley..wy, butt...wy.

II. What words did you not write down? Why?

III. Compose and write down four to five phrases “adjective + noun” with these words (optional). Indicate the main word in them.

177. I. Write the adjectives in two columns: 1) with a missing letter in the suffix; 2) at the end. Fill in the missing letters o or e. Remember the stress.

Canvas, big, quiet, brocade, glossy, beige, good, crimson, cherry plum, pretty, fresh. .m, knife..howl, heap..howl, in the dense..m, orange..howl, reed..howl, prickly..go, ruff..howl, lying..go, guard..howl, calico ..howl, explosive..go, lead..wow, hot..go, best..go, neighbor..go, exemplary..wow, material..howl.

II. Compose and write down three or four sentences with these adjectives (optional). Underline the adjectives as parts of the sentence.

III. Sort the highlighted words according to their composition.

178. I. Copy the text, opening the brackets. Insert the missing letter in the highlighted word, explain the spelling, indicating the spelling.

Behind big house there was an old garden, already wild, drowned out by weeds and bushes. I walked along the terrace, still strong and beautiful. Through the glass door a room with a parquet floor was visible, probably the living room. Through

The lattice windows showed an old(n, nn) black piano and on the walls there were engravings in wide mahogany frames - there was nothing else in it. All that remained of the former flower beds were peonies and poppies, raising their white and bright red heads from the grass. Young maples and elms grew along the paths, stretching out and interfering with each other. The garden seemed impenetrable, but it was near the house, where poplars, pine trees and old linden trees still stood. And then behind them the garden was cleared for haymaking, and there was no more hovering, no cobwebs were getting into your mouth or eyes, the breeze was blowing.

The garden, thinning out more and more and turning into a real meadow, descended to the river, overgrown with reeds and willow plants. Near the small dam there was a stretch, a small mill with a thatched roof was making an angry noise, frogs were croaking furiously, and nightingales were singing in the evenings.

(According to A. Chekhov)

II. Exchange notebooks with your deskmate and check the correct spelling of adjectives with missing letters.

III. Find a simple sentence with an introductory combination of words. What meaning does the introductory combination give to the sentence? Read the sentence without introductory combination. Has the meaning of the sentence changed?

179. I. Look at the reproduction of I. Shishkin’s painting “A Corner of an Overgrown Garden.” Choose figurative language means, which will help you tell about the coloring of the picture. Compose and write down a description of the picture using figurative language. Pay attention to the structural parts of the description: introduction, main part ( general form, details), output.

I. Shishkin. Corner of an overgrown garden

II. Discuss your descriptions with your desk neighbor: whether the adjectives for the description are well chosen, whether they help create an idea of the color of the picture.

180. I. Read the adjectives, determine their category by meaning. Write the adjectives in three columns, insert the missing letters and open the brackets. Prove that they are spelled correctly. If you have any difficulties, please contact theoretical material paragraphs 28-30.

Reed..vyy, orange..yy, crimson(n, nn), canvas..yy, res..yy, sailor(e, ss)yy, January(?)yy, crane(n, nn)yy, leather(n, nn)y, good..y, comely..yy, ra(n, nn)yy, lemon(n, nn)yy, weaving..yy, (not) big, (not) thick; (not) tall, but low; wooden(n, nn), glass(n, nn), tin(n, nn), windless(n, nn), domestic(n, nn), disciplined(n, nn).

II. Write two or three sentences with these words. Do parsing one of them.

III. Make phonetic and morphological analysis highlighted words.

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Suffixes of adjectives after sibilants and c. Letters o - e after sibilants and c in suffixes of adjectives

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