Russian language lesson in 6th grade
Subject: General repetition of spelling.
Lesson type– repeating and generalizing
Form– workshop
Goals:
Organize the activities of students to repeat the spelling material studied in grade 5;
Create conditions for the development of independent work skills;
Develop literate writing skills and vigilance of students;
Cultivate interest and a conscious attitude towards the subject.
During the classes:
Organizing time. Hello guys! Glad to see you.
Reflection:emotional condition.
In order for you to have a good mood during the lesson, we will take a walk through the autumn forest. (“Walk” video.)
The words are written on the board: plants, grew, spread out, settle down, freeze, touch, form... Read them. As you take our walk, think about what we will talk about in class today.
Record the date and topic of the lesson: “Roots with alternating vowels.”
- Today in the lesson we will repeat different spellings that we studied in 5th grade, but we will especially pay attention to the spelling “Alternating vowels in the root of a word”
(Setting the lesson goal by students)
– What goal will you set at the beginning of the lesson?
4. The purpose of our lesson: repeat and generalize knowledge of spelling.
The epigraph of our lesson will be the following words: Repetition is the mother of learning!
What is the meaning of the proverb?
What proverbs and sayings on the topic of learning do you know?
Learning is light and ignorance is darkness.
Live and learn.
For one scientist they give two non-scientists.
Jump with a letter, but without a letter cry.
Messages from students about the rules for writing alternating vowels E-I, O-A)
Working with a table according to the rule “Alternating vowel at the root of words”
Vocabulary work: distribute the words in 2 columns - with an alternating vowel and without alternation (everyone does it in notebooks, and one student does it at the board).
To turn green, to grow, to sing, to lock, to bring, to collect, to stand, touched, to freeze, to tremble, to salt, to grow, to offer, to rip off.
Continuing our walk, verbally make sentences with alternating vowels at the root of the sentence.
(The screen depicts an autumn landscape)
Work with text ( in pairs). (A light melody sounds)
Exercise: Copy the text, insert missing punctuation marks, missing letters, graphically explain the spelling of the missing letters.
We expected to leave early, but we laughed our ass off. Along the road, except for the bushes, no other vegetation was visible. At noon we settled down to rest by the lake, overgrown with mice. The sun-roaring little kids were floating in the very middle of it on the raft. The sun was so low that it was impossible to touch the p...sk. In the rays of the bright yellow sun the lake shone like a mirror. The evening dawned when we returned home.
We expected to leave early, but were delayed. Along the road, apart from bushes, no other vegetation was visible. At noon we settled down to rest near a lake overgrown with reeds. Tanned children swam in the very middle of it on a raft. The sun was so hot that it was impossible to touch the sand. In the rays of the bright yellow sun, the lake sparkled like a mirror. The evening dawn was dying when we returned home.
Checking the text orally(punctuation marks, missing letters)
Work in groups on the text:
1) Mark all missing commas in the text. Why are commas needed in these sentences?
2) Name and explain the spelling of words with alternating vowels.
3) Explain the spelling of other spellings.
Performing independent test work
Exercise: highlight the word with an alternating vowel in each row, insert the letter .
Bloom...sti, spread...live, zag...speak, cover...drink
Cultivate, squeeze, reap, spread, sub...sti
M...l...doy, g...leny, l...sleepy, r...solid
Shut up, wipe out, shut up, wipe out
fell... asleep, in... children, fell... down, fell... on
Shut up, announce, collect, dr... reap
Fuck, f...fly, f...fly, lock up
M...loko, s...lovey, expression, in...mouth
Checking test papers ( one student at the computer)
What roots with alternating vowels did you see?
What other spellings can be seen here?
What words could we take for our walk through the autumn forest?
Self-assessment students with justification whether they achieved the goal set at the beginning of the lesson.
Possible answers:
1. today I found out...
2. it was interesting...
3. it was difficult...
4. I completed tasks...
5. I realized that...
6. now I can...
7. I felt that...
8. I purchased...
9. I learned...
10. I did it...
11. I was able...
12. I'll try...
13. I was surprised...
Homework: at “5” - compose a small coherent story with a large number of alternating
On “4” - compose a vocabulary dictation of 10 words on the topic “alternating vowels”
Reflection.
- Let's return to our autumn forest. (An image of an autumn landscape is projected on the screen.)
Tell me, in what mood will you leave the lesson after our linguistic walk? (2-3 people answer)
Summing up the lesson by the teacher ( note especially active ones).
Developed by:
Russian language teacher and
Literature Municipal Educational Institution "Rozhdestvenskaya Secondary School"
In this lesson, sixth-graders will find out whether they can correctly write words with these spellings and use them in speech; distinguish roots with alternation from homonymous roots; recognize a word by its lexical meaning. For most of the lesson, the children will work independently - write dictations and test themselves, work with tests, cards, and exercises from the textbook.
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Russian language lesson in 6th grade
Letters O – A in roots with alternation(summary lesson)
Goals:
Summarize and test students’ knowledge, skills and abilities in writing roots with alternating vowels O - A;
distinguish alternating roots from homonymous roots and use them in speech;
enrich students' vocabulary;
develop the ability to recognize a word by its lexical meaning;
learn how to work with dough.
To promote in students a caring attitude towards words;
to form aesthetic taste;
broaden the horizons of students.
Develop logical thinking, attention, memory, reaction speed.
During the classes:
- Teacher's word.
Guys, today we are finishing our work with roots in which the vowels O-A alternate, and therefore you must show whether you can correctly write words with these spellings and use them in speech; distinguish roots with alternation from homonymous roots; recognize a word by its lexical meaning. For most of the lesson you will work independently - write dictations and check them yourself, work with tests, cards, and exercises from the textbook.
So, the topic of our lesson is “The letters O-A in roots with alternation.” Let's open the notebooks, write down the date, class work, topic of the lesson.
- Syntax five minutes.
Let's start with a five-minute syntactic lesson. One student goes to the board, inserts the missing letters, and explains the spelling. Then he puts punctuation marks and justifies his choice. It will be necessary to characterize the proposal. Everyone else writes this sentence in a notebook and works together with the person answering.
Write on the board:
And the birch grows
In a sleepy t..tire
And snowflakes are bursting
In the black..l..fire. (S. Yesenin).
- Frontal survey.
In the sentence we worked with, we encountered the word BURNING with alternating vowels in the root. We know that the letters O-A alternate not only in the roots -gar- -gor-.
What other roots do you know with alternating O-A?
What roots are “friendly” with the suffix A? Why do we say this?
What can you say about the use in speech of words with the root –lag -lozh-?
When in the root -ros - grow-(-rasch-) is written O, A?
- Vocabulary dictation.
So you know the rules. Do you know how to apply them in practice? Now your task is to find out the word by its lexical meaning, write it down and explain the spelling.
Many of you have a card on your desk with the lexical meaning of a particular word written on it. You read your card in order, we recognize the word by its lexical meaning, write it down and explain the spelling. One student works at the board, the rest work in notebooks.
- A frequent shrub that has overgrown some place. (thickets)
- Lightly touch something. (touch)
- To be upset, to experience a feeling of bitterness. (grieve)
- Be exposed to fire. (burn)
- The stem of a plant at the very beginning of development from a seed. (sprout)
- Address an important issue. (touch)
- Rely on someone for something. (rely)
- Slope of a mountain, hill. (slope)
- Oil extracted from plants. (vegetable)
- Boy or girl aged 12 to 16 years. (teenager)
- Dark from the sun. (sunburnt)
- Someone who lends money at high interest rates. (loan shark)
- A) Strands of hair braided together. B) An agricultural tool for cutting grass and cereals. (braid)
- A device where liquids and gases burn. (burner)
- A part of speech that denotes an attribute of an object. (adjective)
- Physical education minute.
- Make up a word.
Guys, you have shown your ability to recognize a word by its lexical meaning, but can you create a word with an alternating vowel at the root? Let's see who will do it quickly and correctly.
Take a prefix from the verb TALK;
From the adjective SUBJECT – root;
From the verb PLAY – suffix;
From the verb LAUGH – a reflexive suffix.
Make a sentence orally using the given word. (rely)
- Dictation “Testing myself.”
Guys, when completing all the previous tasks, each of you had the opportunity to immediately test your knowledge and ability to apply it in practice. The next task is designed for you to first write a short dictation, think about all the spellings found in the text, and then compare it with what you wrote and give yourself a grade.
We expected to leave early, but were delayed. There was no vegetation along the road. At noon we settled down to rest by the lake. Tanned children swam on a raft. The sun was so hot that it was impossible to touch the sand. The evening dawn was dying when we returned home.
Option 2. The guys were walking through the forest and found a hedgehog under a bush. Try to touch it with your hands - needles stick out everywhere. They put the hedgehog in a hat and brought it home. The hedgehog turned around, saw the milk and began to eat it, touching the plate with his nose. The hedgehog took root with the guys and began to grow by leaps and bounds.
If you haven’t made a single mistake, give a score of “5”, 1-2 mistakes – “4”, 3-4 mistakes – “3”, 4 or more mistakes – score “2”.
While others are checking, listen to the poem, find words for the spelling pattern you are studying.
Sandwich
An eccentric mathematician lived in Germany.
He accidentally folded the bread and sausage.
Then he put the result in his mouth.
This is how man invented the sandwich.
- Homework.
Before we begin the most important work in the lesson, let’s open our diaries and write down our homework. It will be different for everyone.
Group 1 will make up 5 sentences with words alternating at the root.
Group 2 will write a description of your trip to the park, using in their story words with the letters O-A alternating at the roots.
The 3rd group will make up a literary quiz, that is, they will write out 5 sentences from works of art (preferably poems) that contain words with alternating vowels in the root.
- Independent work.
And finally, the last task is independent work, but different for everyone.
Group 1 works with cards,
Group 2 performs exercise 143,
Group 3 works with the dough.
To make your work better, I’ll play you P.I. Tchaikovsky’s music from the cycle “The Seasons,” autumn.
- Generalization.
So, today we finished working with spellings alternating O-A at the root of the word. You have shown that you know how to apply the rules for writing roots with alternating vowels in practice, and distinguish between roots with alternation and homonymous ones. Our lesson is final, but this does not mean that we will no longer refer to words with alternation at the root. It’s just that in the future, I’m sure you won’t have any difficulties writing words with these spellings.
XI. Reflection.
We worked well together in the lesson, for which I thank you. I think you will be well prepared for the next test.
Home > Document
Target : know verbal suffixes, be able to do word-formation analysis and analysis by composition. Fill the table.
| advise (advise) |
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| grieve |
|
| consider |
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| told |
|
- Compose words using word structure schemes (word formation models) and given word roots:
Modular program and development of Russian language lessons
VVIclass
Lesson topic : vowels in the root with alternation. Triple purpose of the lesson : practice the rules and algorithms for writing vowels in roots with alternation; developing the ability to take into account the lexical meaning of roots when choosing a vowel; consolidate theoretical and practical skills on the topic. Differentiated goal for the student : practice the rules and algorithm for writing unstressed vowels in roots by alternating. What should the student know at the end of the topic? : conditions for choosing a vowel in roots with alternation; lexical meaning of roots -gor-/-gar-;- koc-/ kAc-. What should the student be able to do at the end of the topic? : identify roots with alternation and correctly write unstressed vowels in roots with alternation. Formed area of understanding :- conscious spelling skill of writing unstressed vowels in roots with alternation; the ability to identify and highlight roots with alternating vowels. Consolidation and development of OUN, algorithms for spelling vowels in roots with alternation. Aesthetic education of students using texts of fiction: K.G. Paustovsky (love of native nature).
M No. 3, M No. 4. Vowels in roots with alternation
Integrating goal . In the process of working on educational elements, you must: a) know the rules for writing unstressed vowels in roots with alternation; b) be able to apply the studied theoretical information in practice according to the algorithm, give and select your own examples; c) see these spellings in the text; d) systematize the acquired knowledge and skills; e) develop methodological skills (self-control and mutual control). Target: diagnose the level of preparedness at the initial stage of work. 1. Working with text: listen to the text, determine the topic of the text. May is a time of fine sunny days. Heat and light awaken vegetation. The trees are covered with leaves. The grasses are growing and thickening. At the beginning of May, poplar, maple, and birch bloom, followed by willow. The heralds of warmth - swallows - arrive. Lovers of nightingale singing enjoy the songs of the feathered bird. The nightingale chooses willow thickets as a green scene and sometimes settles down in gardens. 2. Task: Write down in two columns words with alternating vowels in the root, verbs with an unstressed vowel in the root. Use the algorithm: a) determine the root of the word; b) put emphasis; c) if the root is unstressed, then determine whether there is alternation of vowels; d) determine the part of speech; e) highlight the root of the word in the verbs.- Using the key check yourself and rate:
- Mutual check and mutual assessment in pairs. Draw a conclusion: what unites the roots with alternating -kas-/-kos- And -gor-/-gar-?
Mutual testing in pairs and mutual evaluation of results. 2. Compose a sentence using words with alternating vowels in the roots -kos-/-kas-. The teacher checks. 3. Test: “o-a in alternating roots.”
Write down the vowel of the root.
- Vegetable, algae, position. Touch, touch, branch. Touch, grow, put aside. Grow, fold, location. Sprout, offer, settle down. Overgrown, tangent, inviolable.
- a o o. a o a. ooo. a a o. o o a. o a o.
Mutual check and mutual assessment in pairs. 2. Compose a sentence using words with alternating vowels in the root - zap-/-hor-. The teacher checks. 3. Test: find the extra word in each line and write it down in your notebook.
- Bitter, burnt, mustard, bitter. Add, complex, addend, adjective. Mow, mow, touch, mow (grass). Hillock, burn, mountaineer, mountaineer. Grief, become sad, burn, burn. Touch, braid, touch, touch. Clubfoot, touch, oblique (line), squinted.
- The text is offered individually to each student. Using the key, test yourself and evaluate.
- From the text, write down words with alternating vowels in the root in three columns:
Modular program and development of biology lessons inVIIIclass on the topic
"Human respiratory system"
Comprehensive didactic goal: As a result of mastering the content of the module, students should:- Know the structure, functions, basic rules of hygiene of the human respiratory system. Study the process of gas exchange in the lungs and tissues. Gain an understanding of first aid measures for respiratory arrest.
- Tsuzmer AM., Petrishina OL. Biology 9th grade. pp. 101-114. Batuev AC. Biology 9th grade. Human. pp. 77-93.
- Draeomilov V.N. Biology workbook for 9th grade. M. 1995. Nikishov AL., Rokholov I'M WITH. Didactic material on human anatomy, physiology and hygiene. M., 1995.
- Write down the date and title of the topic in your notebook. Take a test on the topic “Breathing”. Check the correctness of the test work on the topic “Breathing”. Determine your level of knowledge on the topic “Breathing” Analyze your mistakes.
Target: gain an understanding of the structure and functions of the human respiratory system Lecture
- Listen carefully to the lecture “The Human Respiratory System.” Record the main points of the lecture in your notebook.
- Read § 24 “Respiratory Organs” from the textbook. Study the drawings for § 24. Complete work No. 77, 78. Check the correctness of their execution. Analyze the errors. Prepare oral answers to the questions for § 24.
Work No. 77
| Look at the drawing. Indicate which respiratory organs are indicated by numbers 1-6. 1. 2. 4. 5. 6. |
Work No. 78
Fill in the missing words. You need to breathe through ____________________________________________________________. The nasal cavity is lined with __________________________________________________________, covered with numerous _________________________________________________________, which retain __________________________________________________________. Cells in the nasal cavity secrete __________________________________________, which trap dust particles and microbes. Target: find differences between gas exchange in the lungs and in tissues. 1. Read § 25 of the textbook.
- Prepare orally and discuss in a group the answers to the questions for § 25. Find the differences between gas exchange in the lungs and in the tissues (see Fig. 79 on p. 108). Discuss point 3 in class. Complete, check and evaluate works No. 82, 84, 85 (attached).
Work No. 82
Indicate the correct answer to the question through which circulatory system blood enters the lungs:
- In a big circle? In a small circle?
Work No. 84
Answer the question: what is the importance of breathing for the human body? 1. Providing nutrients. 2. Cooling the body. 3. Oxygen absorption. 4. Release of water vapor. 5. Release of carbon dioxide. 6. Release of energy. Write down the correct answer:__________________________________________________________
Work No. 85
Where does air enter from the bronchi: 1. Into the trachea? 2. In the nasopharynx? 3. In the larynx? 4. Into the nasal cavity? 5. In the pulmonary vesicles? Write down the correct answer:______________________________________________________________
Homework (attached).
Test work on the topic “Breathing”
Sum of points per lesson
Company Name Add “difficult” words to the dictionary: Prepare, Adapt, Useful, Habit.
Company Name Read the text May is a time of nice sunny days. Heat and light awaken vegetation. The trees are covered with leaves. The grasses are growing and thickening. At the beginning of May, poplar, maple, and birch bloom, followed by willow. The heralds of warmth - swallows - arrive. Lovers of nightingale singing enjoy the song of the bird. The nightingale chooses willow thickets for a green scene, and hawthorn or gooseberry in the gardens: it is safer there and there is more food. (According to A. Strizhev.)
Company Name Write down the words in a notebook: Braid (maiden) bone, touch touch Highlight the roots of these words. Are these words the same root?
Company Name Test yourself: Touch the water, Touch gently, Touch with your hand, Gentle touch, Tangent line, Make a track, Offer help, Write poetry.
Company Name Add difficult words to the dictionary: Convert, Punctuation.
Company Name Syntactic work Compose a sentence using this scheme:, and
Company Name Distribute the words into two groups and explain on what basis they are distributed: Porosl, put, grew, rely, touch, touch.
Company Name about – and in alternating roots 1.vegetable 2.touch 3.touch 4.grow 5.sprout 6.grew 7.set out 8.set out 9.grow algae touch grew fold offer grown apply tangent fold position branch set aside arrangement settle down sentence put immunity Rostov
Company Name Test yourself: Sunbathing on the beach, protect yourself from tanning, tanned baby, burning gas, gas burner, remove carbon deposits, flare up in the stove, burn quickly, wood burned, fire flares up.
Company Name Add to Dictionary of Difficult Words Acquire, try on, try on, adapt, unapproachable.
Company Name Write in your notebook: Mountain, sunbathe, grief Are these words the same root? Why? What are these words called?
Company Name Sort the words into three columns Light up, burnt, mountainous, hillock, carbon monoxide, tan, burnt, mountaineer, tanned -mountain- -gar-
Company Name Distribute the words into three columns Touch, mow, touch, mow (hay), touch, touch -kos- -kas- Can you add the following to the list of these words: Oblique (hare), clubfoot, askance (to the side), bony , girlish braid?
Company Name Write down the words and highlight the vowels in the root Have free time, school age, rich vegetation, parse a sentence, come into contact with different people, tanned youth, summer tan.
Company Name Test yourself: 1) The dazzling sun of imagination lights up only from touching the earth. It cannot burn in emptiness. (K. Paustovsky.) 2) A red dawn lit up in the dark blue sky. (S. Yesenin.) 3) He lightly touched his hand.
Company Name Copy, insert the missing letters, explain graphically the choice of vowel in the root. The milk is warm, get your hopes up, changing places does not change the amount, useful plants, young shoots, gather for mushrooms, walk in the sun, freeze in surprise. List the roots in which the alternation of a/o, e/i occurs.
Company Name Training exercises: 1.Make a word. From the verb to talk we take a prefix, from the adjective a term - a root, from the verb to play - a suffix, from the verb to read - an ending, from the verb to laugh - a reflexivity suffix. 2. Find the extra word. Add, complex, addend, adjective.
Company Name Test yourself: We were supposed to leave early, but we were delayed. Along the road, apart from the bushes, no other vegetation was visible. At noon we settled down to rest near a lake overgrown with reeds. Tanned children swam in the very middle of it on a raft. The sun was so hot that it was impossible to touch the sand. In the rays of the sun the lake sparkled like a mirror. The evening dawn was dying when we returned home. Find the verb according to its pattern:
Company Name Dictation In the evening. The evening dawn was fading. The fog began to spread. I decided to return home. With quick steps I walked through the thicket of bushes. A plain stretched at my feet, and beyond that a gloomy forest rose like a wall. I looked around and went down the hill. The tall grass at the bottom of the valley was white as an even tablecloth. Bats flew over my head. Where did I go? How to find the way? I went out to the edge and walked through the field. It was difficult to make our way along the narrow path. Tall rye grew all around. A night bird flew low and touched me with its wing. My steps were muffled in the silence. But then the stars began to light up in the evening sky. The crescent of the new moon began to shine. Now I knew the way and assumed that I would be home in an hour.
2011
Option #1.
1) I expected to leave early, but I was delayed. 2) We left only in the evening. 3) What a pleasure it is to race on lively horses along a snowy road! 4) A wide plain spreads out in front of us and glitters with diamonds. 5) A pale dawn was burning on the horizon. 6) Mighty pines grew in regular rows along the road. 7)Soon the moon will rise and illuminate its surroundings with a mysterious light. 8) I look at the winding ribbon of the road. 9) Ahead is empty and quiet. 10) You can only hear the creaking of the sleigh and the snoring of horses. 11) We are already reaching the destination of our journey. 12) The locomotive whistle sounds. 13) The city is visible in the distance. 14) The streets of the city are illuminated with lanterns. 15) Stars light up in the sky.
1) comparison, 2) epithet, 3) metaphor, 4) personification.
2. From sentence 3, write down the word(s) with the unstressed vowel of the root being tested.
3. From sentence 5, write down the word(s) with an alternating unstressed root vowel.
4. From sentence 14, write down the word(s) with the unverifiable unstressed vowel of the root.
5. From sentences 11-15, write down the word(s) with an alternating unstressed root vowel, the spelling of which is determined by the rule: “If the root has a suffix a, then write i at the root.”
6. From sentences 6-9, write down the word with an unpronounceable consonant at the root.
7. From sentences 1-3, write down a word that has 2 prefixes.
8. From sentences 4-6, write down the word(s), the spelling of the prefix(s) in which is determined by the rule: “Before voiced consonants in prefixes we write z”
9. Write down the grammatical basis of sentence 11.
10. Among sentences 4-8, find sentence(s) with homogeneous members. Write the number(s) of this sentence(s).
Option #2.
Read the text and complete the tasks.
1) As soon as dawn breaks, my friend and I get up and gather for mushrooms. 2) Quickly take the baskets and boxes and leave the house. 3) The air is fresh, even a little cold. 4) Our cheeks are burning. 5) Gray grass spreads out in front of us like a beautiful carpet. 6) We run a short way along the bank of the river into the grove. 7) A bright stripe shines on the horizon. 8) It flares up wider and wider. 9) The sun appeared. 10) Its rays touched the clouds. 11) Everything is illuminated with bright light. 12) The yellow dandelion is happy with the warmth. 13) Dew disappears when warm rays touch it. 14) Every plant, every sprout reaches towards the sun. 15) The sun warms, but does not burn. 16) We merrily hurry to the grove.
1. What means of verbal expression is used in sentence 4:
1) personification, 2) epithet, 3) metaphor, 4) antithesis.
2. From sentence 5, write down the word(s) with the unstressed vowel of the root being tested.
3. From sentence 7, write down the word with the untestable unstressed vowel of the root.
4. From sentences 10-14, write down words with an alternating unstressed vowel of the root, determined by the same rule.
5. From sentences 13-15, write down the exception word.
6. From sentences 14-16, write down the word with an unpronounceable consonant at the root.
7. From sentences 12-15, write down the word with the spelling: “Vowels o-e after sibilants and c at the root of the word”
8. From sentence 13, write down a word whose spelling of the prefix is determined by the rule: “If a prefix is followed by a voiceless consonant, then at the end of it is written a letter denoting a voiceless consonant.”
9. Write down the grammatical basis of sentence 10.
10. Among sentences 14-16, find sentence(s) with homogeneous members. Write the number(s) of this sentence(s).
Option #3.
Read the text and complete the tasks.
1) The train arrived late, and we were forced to wait at the station until dawn. 2) Then we suggested going to the mountains on horseback. 3) The path went along the coastal strip into the distance of the river, and it was an excellent road. 4) On the way we had to overcome many dangerous obstacles. 5) One day an avalanche blocked the road. 6) It rushed in front of us with a terrible roar and made its way...
