LESSON SUMMARY IN RUSSIAN LANGUAGE IN 6TH GRADE (IN ACCORDANCE WITH FSES)
Subject:“Spelling of the prefixes -PRE and -PRI.”
Lesson type: mastering new knowledge.
View: combined.
Teacher: Vorobyova Elena Sergeevna
Class: 6 "B"
MBOU Secondary School No. 18 named after. Mogilevtsev brothers, Bryansk
Date: 09/27/2017
Lesson objectives:
Activity- creating conditions for independent assimilation of knowledge and methods of activity, searching and processing information, choosing methods of activity and setting educational tasks, developing the child’s self.
Basic concepts: prefix, morpheme, spelling.
Lesson objectives:
Educational:
Identification of the conditions for choosing vowels e - and in prefixes;
To promote the development of the skill of writing pre-/pri- prefixes;
Enrichment of students' vocabulary;
Educational:
Contribute to the formation of UUD (personal, regulatory, cognitive):
developing the ability to formulate and prove one’s point of view;
development of skills to analyze, compare, generalize;
develop the ability to apply new knowledge;
development of creative and speech abilities of students;
formation of logical skills;
developing the ability to rely on what is already known, on one’s subjective experience;
developing the ability to formulate a problem.
Educational:
creating conditions for nurturing interest and respect for the native language;
creating conditions for developing a value-based attitude to words;
creating conditions for the development of communicative UUD:
creating a favorable atmosphere of support and interest, respect and cooperation.
Formed UUD:
Personal: development of cooperation skills, respect for other people's opinions; establishing connections between educational activity and its motive.
Regulatory: development of the child’s self (analysis, goal setting, reflection).
Cognitive: establishing cause-and-effect relationships, the ability to group, analyze and generalize.
Communicative: The ability to fully express one’s thoughts, mastery of monologue and dialogic speech.
Lesson structure and flow:
| Lesson steps | Teacher activities | Student activity | Time |
The sun has warmed up and we will open the window. Let's smile at each other so that everyone's soul becomes light and warm. Please tell me how you would write these words? (with the prefix PRI). Why? (The prefix has the meaning of incomplete action). Very good. Today we will open a window into the world of knowledge. | Quotes a couplet. Motivates students to achieve success and focus. | Answer questions. | |
Let's figure out what we will study today? And how will we do this? - What do we already know about this topic? (working with the diagram - Appendix 1). | Asking questions. Works with a diagram on the board. | Answer questions. Drawing a diagram. | |
Would you like me to introduce you to an interesting fairy tale, in which there are many words with the prefixes -PRE and -PRI? Take a look at your printouts. Let's read this fairy tale. (one student reads). Tell me, did you have any difficulties reading the fairy tale? Why? To complete this task, we need to remember the rules. There are tables in front of you that need to be filled out. (Work in pairs - there are 2 pairs of students at the board). If everything is done correctly, give yourself 6 points. | Works with text. Asking questions. | Work with text. They work at the board. Answer questions. Remember the rules. | |
Let's go back to our fairy tale and work along the chain. (Front work). Well done. We completed the task. Whoever has all the words written down correctly gets 15 points. I have more tasks for you. Now I offer you a game called "Replacement".(5 people - 2 words at the board). Express the phrase in one word with the prefix PRI- or PRE-. 1) Located near the shore. ( Coastal). 2) Think for a while. (Think about it). 3) An area near the school. ( Prishkolny). 4)Do not open the door completely. ( Open slightly). 5) Very calm. ( Calm). Look at the board and compare. Whoever has everything written down correctly gives himself 5 points. The rest are points based on the number of correct answers. Well done, you did it. | Checks students' answers, helps if they have difficulty, and corrects if they have an erroneous answer. | Insert the missing letters and highlight the prefixes. | |
| We stomp our feet
| Shows exercises. | Repeat after the teacher. | |
| 6) Primary check of understanding, primary consolidation. "Distributive dictation." 2 at the board. 1st student and 1st option write words with the prefix PRI. 2nd student and 2nd option write down words with the added PRE. Exchange papers and check each other. (Peer verification). Coastal, beautiful, enormous, come running, roadside, stand up, lovely, interrupt. | Monitors the completion of assignments by students. | Complete the task and check that it was completed correctly. | |
| 7. Homework. Come up with and write down in your notebook 10 examples of words with the prefixes -PRE and -PRI. Parse these words according to their composition. | Introduces students to d/z | Write down the task in your diary. | |
| 8. Reflection. What is the topic of the lesson? What goals did you set for yourself and did you achieve results? What did you do in class? Tell me, do you like mathematics? Let's calculate what is the maximum number of points you could earn today? INTEGRATION WITH MATHEMATICS How would it be more convenient for us to add these numbers? That's right, here we used the commutative and associative laws of addition. EVALUATION CRITERIA: 30 - 25 b - "5" 24 - 19 b - “4” 18 - 14 b - “3” Less than 14 b - repeat the topic and receive an individual assignment. | Asking questions. Works with the circuit. | They answer questions and work with the diagram. Make notes on sheets. | |
| 9. Commenting and marking. | Sets and comments marks. |
Annex 1.
On a beautiful (= very) evening, Vasilisa the Wise (= very) had (remember) a bizarre (remember) dream. VERY funny (= very) and VERY pretty (= very) bunnies galloped JUMPING (incomplete action) across the clearing. Suddenly the sun was covered by a HUGE (= very) cloud. This has arrived (approaching) the evil-despicable (= very) Serpent Gorynych. He LANDED (approaching), SIT down (incomplete action) on the grass and thought (incomplete action). ORDERED (to remember) him Kashchei Vasilisa the Wise (=very) to find, to SCARY (incompleteness of action), to BRING to him (approach). But insurmountable (= over) OBSTACLES (remember) arose on the way of the Serpent Gorynych.
On a…red evening, Vasilisa the…wise…had a…wonderful dream. Aw...funny and so on...cute little bunnies galloped like...jumping across the clearing. Suddenly the sun was covered by a huge cloud. This is flying... the evil, pr... evil Serpent Gorynych flew. He just…landed, sat down on the grass and…thought. Kashchei told him to find Vasilisa Pr...wise, to frighten him, to lead him to him. But insurmountable obstacles arose on the way of the Serpent Gorynych.
Appendix 2.
| Prefix meaning | Examples | Prefix meaning | examples |
|
| Approximation | RUN | Charming |
||
| ANNECTION | Glue | ABORT |
||
| Proximity | Seaside | |||
| Incomplete action | COVER | |||
MBOU "Kurkachinskaya secondary school"
Vysokogorsky municipal district of the Republic of Tatarstan"
General lesson on the topic
"Prefixes PRE- and PRI-"
(development of a Russian language lesson for 6th grade)
Developed by:
teacher of Russian language
and literature
Abdullina G.I.
Subject: General lesson on the topic “Spelling of prefixes PRE-, PRI-” 6th grade
Lesson type: repetition and generalization of the studied material.
Lesson objectives:
Educational : generalize and systematize knowledge about the spelling of prefixes pre- and pre-; deepen the understanding of the conditions for the correct choice of letters e and and in the prefixes pre-, pre-;
Developmental : develop the ability to classify facts, draw generalizing conclusions, develop spelling vigilance.
Educational :develop the ability to creatively approach solving educational problems;
This lesson is the final one in the section “Spelling the prefixes PRE, PRI.”
During the classes
I. Organizational moment.
II. Goal setting, look at the board, the topic of our lesson is generalization and systematization of knowledge on spelling the prefixes pre and at.
What do you guys think we should do in class today?
Repeat and consolidate the ability to correctly write prefixes pre and at
III. . Frontal survey on the material studied:
Let's remember what groups all consoles are divided into?
-(immutable, on z-s, pre-pri )
-Which group of prefixes is the most difficult to write? Why?
(because you need to determine the value, and this is not always easy to do)
What determines the spelling of the pre/pre prefixes?
How many meanings does the prefix have?
How many pre does the console have?
List them. Give examples.
IV. Consolidation of the studied material.
1. Fill in the missing letters and explain the spelling. Who is the author of these lines and what work is it?
Vladimir Andreevich was approaching his native Kistenevka. (Pushkin “Dubrovsky)”
"My God! - the lady burst out, - yes, she’s a pr... cute little dog.” (Turgenev “Mumu”)
Lunch hour was approaching, stomping was heard in the yard (Pushkin’s “The Tale of the Dead Princess and the Seven Knights”)
You are still dozing, dear friend.. (Winter morning")
2. Selective dictation. Distribute words into groups depending on their meaning
Ave. drive, ave. connect, ave. fall behind, ave. limp, ave. approach, sit down, station. Schoolboy, sew on, fly in. Come running, screw it in, seaside. Open slightly.
(examination).
Individual work (several students work on cards at this time)
3. Game " Find the extra word"
Pr...to catch, pr...interesting, pr...to overcome
Pr..tear, pr...school, pr...boring
Pr...burn, pr...enlarge, pr...funny
Ride...drive, pr...tear, pr..sew
Pr...sea, pr..create, pr...station
Pr...open, pr...closer, pr...pretty
Pr...screw, pr...twist, pr...brave
Game "Collect words".
y, pre, mind, n; evil, oh, pre; y, pre, fun, n; wise, wise, great
Guess the riddles
I lived in the middle of the yard
Where the kids play
But from the sun's rays
I turned into a stream.
Snowman =-
Cost of the house:
Who will enter it?
He will also gain intelligence.
School =-
Jackdaws flew into the field
And sat down in the snow...
I will go to school -
I can figure them out!
Teacher =-
Kicked out the horns
Take a walk in the meadows.
And horns in the evening
Arrived with milk.
Physical education minute
4.Digital dictation (1st, 2nd)
Stick, enormous, suburban, block, jump, ridiculous, cauterize, exaggerate, attach, interrupt.
(1,2,1,2,1.2.1.2,1,2)
5. The student works at the blackboard.I will read out the lexical meaning of some words from Ozhegov’s “Dictionary of the Russian Language”, and you write down these words, highlighting the prefix in them.
Lie down for a while - lie down
sit on the edge of a chair - sit down
It doesn't take long to get sick, it doesn't take long to get sick
lift slightly - raise
Stop temporarily - pause
6. Working from printed sheets
1. Fill in the missing letters:
The Russian language turns darkness into light, gives meaning and weight to our words and actions, brings joy to hearts, knows how to caress like a mother and ... reveal the secrets of life like wise father.
2. Replace these phrases with one word .
head of state ___________president
give something - present
opera singer, performer of leading roles - prima
obstacle on the road - obstacle
first performance of a play or film ______premiere
a person with whims -
a story passed down from mouth to mouth - legend
a close acquaintance, but not a good friend - a traitor
breaking the rules is a crime
3. Explain why these words are spelled differently and justify your answer.
Successor – receiver______________________________________________________________
giving__________________________________________________________________________________________, legend - _________________________________________________
to transgress - to begin_________________________________________________________
bow down - bow down______________________________________________________________
to stay – to arrive_______________________________________________________________
teach – fall______________________________________________________________
5 Replace phrases with synonymous constructions with pre- And at-.
To act treacherously (treacherously), to treat unfairly (biased), to pass freely (unhindered), to go in a continuous stream (continuous), to be at a meeting (to be present), to treat without respect (with disdain), to break fidelity (to betray).
6. Choose antonyms with prefixes pre- And at-, make sentences with them .
Move away (get closer); very little (very much); add (add); very evil (pre-kind); respect (despise); move away (bring closer); ugly (beautiful); subsequent (previous).
8. Reflection
What did we learn in the lesson?
What we learned
9.Grading. Homework
Federal State Educational Standard Russian language lesson in 6th grade: “Prefixes PRE and PRI” Objectives: Educational: to form an idea of the spelling of prefixes PRE and PRE. show the conditions for the correct choice of letters e and in prefixes at, pre. Developmental: Ensure that students develop the ability to classify facts and draw generalizing conclusions; promote the development of spelling vigilance and the ability to creatively approach solving educational problems; develop the ability to apply knowledge in a new learning situation; develop independent work skills; improve research skills: analysis, synthesis, comparison, comparison, etc.; create conditions for students to develop their ability to work with time; develop communicative, regulatory, cognitive universal educational activities. Educational: to form a positive attitude towards knowledge. cultivate a sense of respect for the richness of the native Russian language. Planned results Personal: formation of sustainable interest in creative activity, manifestation of creative abilities; nurturing interest and respect for the native language, a value-based attitude to words; creating a favorable atmosphere of support and interest, respect and cooperation; interaction of students in group and pair work, respect for each other. Subject: choose the prefix pre(at) depending on the meaning, learn to explain the spelling of vowels in prefixes. Meta-subject: Cognitive: structure knowledge, consciously and voluntarily construct a speech utterance in oral form, read and listen, extracting the necessary information, explain linguistic phenomena, processes, connections and relationships identified during the study of the meaning of a word. Regulatory: realize themselves as the driving force of their learning, their ability to overcome obstacles and self-correction, accept and maintain the learning task, plan their action in accordance with the task, make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the work done mistakes, adequately perceive the assessment of the teacher and peers. Communicative: organize and plan educational collaboration with the teacher and peers, interact with partners to exchange information, ensure conflict-free collaboration in groups, express readiness to discuss different points of view, the ability to hear and listen. Methods and forms of teaching: partially search; visual-verbal; methods of independent work; individual; steam room; group Technologies: pedagogy of cooperation, collective project activities of students. differentiated health care, training, and research individual approach to activities,
Lesson travel to a fairyland. Subject. Spelling of prefixes at, pre. During the classes. I Organizational moment (1 min.). 8.008.01 II Goals and objectives of the lesson. Slide: Hello guys, check your readiness for the lesson. Let's say hello to each other and to our guests. Sit down. Today we have an unusual lesson. We will take a trip to a fairyland, we will visit one of its cities. Slide: I wish that you help each other in class today, Slide: that you solve the problems that arise together, Slide: that you discover something new and interesting, Slide: and most importantly, that the good mood does not leave you. So, let’s rush up the steps of knowledge to new discoveries. Slide: Let's write down in notebooks the date of departure for the trip (November thirtieth) and the place of departure (Class work). write down on the sheets In the evaluation names. III Updating students' previously acquired knowledge (5 min): 8.018.06 Slide: 1. Linguistic warm-up. First, let's check how ready you are for the trip. And to do this we need to solve a linguistic riddle. We always attach ourselves to the beginning of a word and easily change its meaning to a new one. There are a lot of us in the speech! FOR, AT, BEFORE, NOT, WITHOUT, BY, RAS! And there are others too, It’s hard to count all of us! Remember firmly, friends, in the language you cannot live without us!!! What morpheme are we talking about? (We are talking about a prefix) PRESSURE (on the board) What is a prefix? Define (Part of a word). So, A PRESIDENT IS A SIGNIFICANT PART OF A WORD, WHICH STANDS BEFORE THE ROOT AND SERVES FOR FORMING NEW WORDS (on the board). What groups can the prefixes found in the poem be classified into?
1. 2. Unchangeable prefixes Prefixes in Z (S). Before us is the gateway to a fairyland. To open them, you need to complete a task. There are only part of the prefixes in the poem, and the rest are scattered and mixed up. 2. Working with the table Slide: – Distribute all prefixes into 2 groups: unchangeable prefixes and prefixes on z (s). We write down the answers in a notebook in two columns. Slide: Exchange notebooks with each other and check that the tasks in the sample are completed correctly. score on the evaluation sheet, write B for the first task assigned to you by a classmate. 3. Formulating the lesson problem. And what prefixes were not included in either the 1st or 2nd column? Pre and at - Can you say why the letter i is written in some prefixes, and e in others? No, because we have not studied this rule yet. We have a problem. Which? (WHEN TO WRITE AT, AND WHEN TO WRITE PRE? – on the board) III. Learning new material (10 min). 8.068.10 1. Determining the topic and goals of the lesson. – Try to formulate the topic of the lesson – (SPELLING OF PRESIDENTS PR, PR) – on the board – Write the topic in your workbooks. – Try to formulate the purpose of the lesson using supporting words: – TO GET TO KNOW... THE SPELLING OF PREFACES WITH AND PRESS. - LEARN...... APPLY SPELLING RULES IN AND IN WRITING (on the board) Prefixes - Angelina + Anya The city of Prefixes is glad to meet you. Here you are greeted by a parade of consoles. Ladies The prefixes are here, look, they are written together with the root. Root, as a true citizen, will give way to his own ladies. The consoles will all stand in front, they will merge with the roots - they are on their way!
It is in the city of “Prefixes and Pres” that we will find ourselves today. Pre: Hello guys! Pri: Greetings to all of you! Pre: We found out that you are just going to talk today about the spelling of the prefixes Pre and Pri Pri: Therefore, we rushed to you to help. After all, who will like it if they not only don’t know it, but also spell it incorrectly. Pre: That's why we decided to meet you personally. Pre: PRE a calm and very funny guy PRE, Pre: PRE a modest friend, a court page, a poet. When: If there is an obstacle on the way, the PRE does not lose heart and overcomes it immediately. Where Pre is always success. Pre: And PR will not rush, and, slightly closing his eyes, will take aim, sit down, place a chair and jump... Pre: Pre exaggerate a little. Pre: I'm glad to downplay. When: PRE interrupts the song. Pre: PR choruses in tune. Teacher: These guys are different, they are friends, two friends: Prefixes PRE and PRI. Well, we can consider that the first acquaintance has taken place. Have you guys noticed how different our guests are? And everyone has their own task. First of all, let's learn to recognize them by sight. I suggest breaking into 3 groups. 2. Research work. 8.108.16 Second stop, New Knowledge Lane. I suggest you do a little research on your own and find out under what condition we will write under and under what pre. You need to fill out the table in the route sheet, which will become your entrance ticket to the fabulous city. Slide: But first, open the textbook on pages 128 and 130, read the theoretical material that will help you complete this task. And also information about the spelling of prefixes is contained in the lines of poems. Take a closer look. We are pre and pre consoles. Learn to distinguish us, to distinguish us from each other. First remember four meanings: Incomplete action and approach, Proximity of something to something, Don’t forget joining. When Approaching Has the train arrived, has the steamship sailed, The astronaut has flown in from the Universe About everyone, will sail, It is written when, undoubtedly. whoever arrives will come, Attachment The screw is screwed in, the wheel is screwed on. Glued, sewed skillfully Remember that when they talk about everything, That good hands have attached... Finding yourself near something On a roadside hillock, Pre Pre is an excellent attachment. She needs extra in everything. In a word, we “VERY” check or replace it BEFORE. In the meaning of “very,” Predlinny will reach the roof with his hand, Predlinny will not give you candy. Who is very this and very that Pre we will write at the same time. Similar to the prefix per. It rains continuously in October, But rain is not a barrier for the literate. Where pere and pre are very similar,
In a seaside suburb, in a school plot, it’s nice, even for the picky – freedom. Incomplete action: tongue bitten, not completely bitten off. Burnt doesn't mean it's burning. Remember what is done, but not quite, They write with the prefix when. You just need to put it there... (E. Uspensky) So, acquaintance with the prefixes PRE and PR took place. Let us summarize our research work. Slide: Check if you filled out the table correctly, pay attention to the screen. Evaluate your work. Let's conclude once again when the prefix PRI is written, and when PRE? (on the board) comment Matvey Dreval (on the slide). Conclusion: If the prefix denotes accession, approach, proximity or incomplete action, then the letter I is written in it (this is the prefix PR) Conclusion: If the prefix is close in meaning to the word VERY or to the prefix PERE, then the letter E is written in it (this is the prefix PRE ) What determines the choice of vowel in the prefixes PR and PR? Conclusion: The choice of vowel in the prefixes PR and PRE depends on the meaning of the prefix Slide: Let's consider the algorithm. How to follow the rule? Who will comment? Roma, please come to the board. Slide: Because, guys, there are still words that you need to remember. We will talk about such words in the next lesson. TABLE “Spelling of prefixes PR and PR” Meaning of the prefix 1. Incompleteness of action, can be equated to the word “a little bit”, “a little”, not for long” 2. Approximation 3. Accession. 4. Proximity to something, can be equated to the word “near”, “close” WITH Examples bitten, burnt arrived, sailed, arrived, will come, will fly, will sail screwed, screwed, glued, sewed, attached on a roadside hillock, in a seaside suburb, na prishkolny, prigozhy, pravlye PRE Meaning of the prefix Similar to the meaning of the word “very” Similar to the meaning of the prefix re Examples pre-long, pre-greedy continuous, not an obstacle IV. Primary consolidation of new material (10 min). 8.168.26 So, we have solved the mystery of the city of Prefixes. Now in practice you can check exactly who has mastered the theory firmly.
Next stop “Gramoteev Boulevard”. 1. We’ve been sitting too long: I suggest you warm up. You need to distribute the phrases into groups on the board. The phrases are on your table. Everyone must go out and locate them. Who's ready? Answers: approaching joining closeness with incompleteness of action very much over come by car sew a button stick on cardboard rush first run first station hotel school site adhere to the rule interesting story rise on your tiptoes pin a pin nice child kind person unexpected obstacle interrupt the conversation Evaluate your work . For a correct answer 5 points. Well done! We continue our journey. 2. Soobrazhayka Street Find the exercise. 329. Replace the phrase with one word with the prefix PR. We call them in a chain and write down the words. Those who correctly named the word give themselves 5 points. V. Monitoring the initial understanding of educational material (4 min). 8.26 8.30 1. “Check” Square. Slide: Sign the prefix prI or prE, highlight it and connect the word with a similar meaning. _glue attachment _reduce approach _unpleasant proximity _be (approach) incomplete action _lake interrupt _tear “very” Slide: Check against the standard. Evaluate your work. stick down downplay unpleasant arrive lakeside interrupt connection (connect with glue) incomplete action “very” approach (arrive, come to someone) approach proximity (near, next to) pere (interrupt)
2. Stop “Zakreplyaika”. 8.308.35 Choose one card to work on a task that is feasible for you. You can confer with those who perform the same card. Use theoretical material. The red card is difficult (whoever copes with it will receive 5 points). The green card is of medium difficulty (whoever can cope with it will receive 4 points). The blue card is simple (whoever copes with it will receive 3 points). Group 1 (strong, red cards) 1. Insert words with the prefixes PRE and PRI according to their meaning. Ivanushka walked all day, and () his path to the high wall. () he stood on () the stone and began to think. How to solve this problem? And () he then became a faithful friend: “Hey, my little hunchbacked horse! () to me, my friend! Group 2 (medium, green cards) 1. Insert words instead of brackets, taking into account the meaning of the prefixes given in brackets. Ivanushka walked all day, and () (approaching) his path to a high wall. () (incompleteness) he was on () (closeness) the stone and began to think. How to solve this problem? And () (incompleteness) he then became a faithful friend: “Hey, my little hunchbacked horse! () (approaching) me, buddy!” Group 3 (weak, blue cards) 1. Insert words with the prefixes PRE and PR, using the words for reference. Words for reference: brought, sat down, roadside, called, come running. Ivanushka walked all day, and () his path to the high wall. () he stood on () the stone and began to think. How to solve this problem? And () he then became a faithful friend: “Hey, my little hunchbacked horse! () come to me, my friend! " Slide: Check against the standard and evaluate your work. The final version. Ivanushka walked all day, and his path led (approaching) to a high wall. He sat down (incompleteness) on a roadside (nearby) stone and thought. How to solve this problem? And then he called (incompleteness) his faithful friend: “Hey, my little hunchbacked horse! Come running (approach) to me, my friend!” VI. Summarizing. (4 min). Reflection. 8.358.39 Our journey has come to an end, but we do not say goodbye to prefixes. We will meet them in the next lesson. But so that the knowledge is useful for future use, let us repeat the lesson now. I want to go back to the beginning of our lesson. Remember what goals we set for the lesson? Have you reached it? What new did we learn in fairyland? We learned about another group of prefixes that have 6 different meanings. Different prefixes are written according to different rules. Depending on this, they are divided into 3 groups. What did you study? (learned to apply spelling rules when writing). Overcome an obstacle, Do not break the law, In fine weather With the attachment When we bring it closer, Glue and sew. Let's raise it a little higher
Interrupt the nasty dream, Smile kindly, Block your path, Here we will write the Prefix everywhere... All together: Pre. And we'll bring something. Let's tone it down a little, let's lie just a little bit, put it in order and sit down to rest. 1. “Itogovaya” street. Grading. Add up all the points on the self-assessment sheet and give yourself a rating on the scale. Today in class I was pleased with your work and your answers. You are new knowledge. We overcame difficulties. Think about the mistakes. I received great pleasure from communicating with you. Russian language is not a barrier for you. we worked. great Acquired Slide: Finish the sentence: I learned... Now I can... It was interesting... The knowledge gained in the lesson will be useful.... Next to the topic, make a note for me. + have you mastered the topic, ? There are nuances that require clarification, I didn’t understand anything. VII. Homework (1 min). 8.398.40 To choose from: Find in a literary text and write down 5 sentences that contain words with the prefixes pre and at. Or Come up with a coherent text on the topic “Adventures of consoles before and during.” While completing the task, re-read paragraph 31. Play “Compliment”. The lesson is over. Thank you for the lesson. If there's time left
Now pay attention to the statements. It's nice to know that you learned something. (Moliere) I know that I don't know anything. (Socrates) Knowledge begins with surprise (Aristotle) Tell me - and I will forget, show me - and I will remember, involve me - and then I will comprehend. Confucius Which phrase best reflects your activities in the classroom? Whichever suits you best is how you worked.
"Spelling of prefixes at- and pre-"
Lesson objectives:
Educational: introduce students to spelling and its graphic designation in writing; train students in memorizing the basic meanings of prefixes; repeat the spelling of prefixes starting with -з (-с)
Educational: develop children’s ability to independently acquire knowledge; develop mental operations: analysis, synthesis, comparison, classification, as well as attention, memory, logical thinking; develop cognitive and creative abilities through a variety of activities.
Educational: arouse interest in Russian language lessons: cultivate communicative relationships.
Lesson type: lesson of learning new material.
Equipment: recording examples on the board, reference diagram, signal, individual cards.
During the classes:
I. Organizational moment.
Charging for success. Wish yourself success and tell yourself: “I will be attentive! I will think, think, think! I will think intently! I will be quick-witted, diligent!”
P. Mobilizing stage.
Target: set up students to perceive new material, repeat the spelling of variable prefixes starting with -з(-с)
The words are written on the board:
Be..tasty, be..noisy, serenity, rest..peace, pr..run, pr..school, and..interpret, and..give, pr..kind.
What groups and why can these words be divided into?
Write down those words whose prefixes end in -з(-с). Select the spelling in the prefix, remember the rule.
Mutual checking of notebooks, one student at the board inserts letters and tells the rule.
What words are left? Read them. Can we write them now? (No, because we don't know the rules)
III. Formulating the topic and purpose of the lesson.
Guys, what do you think we will do in class today?
Formulate the topic of the lesson.
The teacher writes the topic of the lesson on the board, the children in their notebooks.
Formulate the purpose of the lesson based on its topic.
(Familiarize yourself with the rule for writing vowels e - and in the prefixes pre- and pre-)
IV. Learning new material.
Let us turn to the material for observations and analysis. The words are written on the board:
Drive..drive, pr..fly, pr..swim
Pr..sew, pr..glue, pr..beat
Ave..school, ave..road
Right..open, right..burn,
oh, kind, oh, dear,
pr..grad, pr..tear
Guys, what do you think, what vowels e or i should we write in prefixes? Why?
Listen to the guys' opinions.
Let's think about the meaning of each word. You must determine these values yourself.
What common meaning unites the words of group 1 (2 - 6)?
Working on the meaning of the words of each group, the children write down examples in a notebook, the teacher inserts the missing letters on the board, graphically indicates the spelling, and writes the meaning in brackets.
Guys, draw conclusions - versions of when it is written and - e in prefixes?
As they work, students themselves determine the meanings of the prefixes; a supporting diagram gradually opens on the board:
AT -
Approaching = close
Joining = to each other
Location nearby = about
Partial action = just a little
PRE-
Pre = very
Pre = re-
The prefix PRE- is the daughter of the prefix PERE-. She is very similar to her mother both in appearance and in meaning. Only one letter she did not take from her mother. Which one? And now, thanks to the similarity in meaning, it can replace RE- in verbs
block - block
transgress - step over
interrupt - interrupt
Guys, draw a general conclusion when the prefixes PRI- and PRE- are written?
In one children's program "Baby Monitor" the following song sounded:
PR- or PR-, PR- or PR-?
This is not a secret at all.
-You'll get an answer right away.
Has the train arrived, has it sailed?
Steamboat
The astronaut flew out
Universe -
About everyone who comes
It will fly, it will sail,
It is writtenAT -, undoubtedly.
Screwed the screw, screwed the wheel,
Glued, sewed skillfully
-Remember what is writtenAT -About everything,
What good hands did.
I bit my tongue ~ didn't quite bite it off
Burnt doesn't mean it's burning.
Remember what's done, but not quite done
They write with a prefixAT -.
Predlinny will reach you from the roof with his hand
the greedy person will not give you candy.
Who is very this and very that
-PRE - we will write at the same time.
It rains continuously in October,
But for the literate, rain is no barrier.
Where they are very similarPERE - AndPRE
-There's onlyPRE - you need to put it.
Fizminutka "Add-ons".
V. Consolidation of what has been learned.
Goal: consolidate acquired knowledge.
Stage 1- primary consolidation: application of a reasoning algorithm.
1) Oral spelling analysis (frontal work with commenting)
The words are written on the board:
come, seaside, solder, cute, very funny, break, sit down.
2) Complicated cheating
Students take turns going to the board, first explain the spelling of the word, then insert the missing letter
Pr..screw, pr..fly, pr..cheerful, pr..sea, pr..hail
3) Who is bigger? Give your own examples for each meaning. Explain the spelling.
Stage 2- secondary fastening.
4) Individual cards (for those who completed the exercise ahead)
5) Working with signal cards E AND
Land, attach, very serious, seaside, beautiful, gallop up, cauterize, kind, open, sit down, very long, block.
6) Morphological charade "Collect the word."
Compose a word by taking the indicated morphemes from other words
My root is in price,
In the essay, find the prefix for me,
Everyone saw my suffix in the notebook,
All the same - I’m in the diary and in the magazine.
(grade)
VI. Lesson summary.
What rule did we learn about in class today?
What do you need to know so as not to make mistakes in spelling the prefixes PRI- and PRE-?
The teacher evaluates the students' work in class.
VII.Homework: § 54 (make OK)
Spelling of vowels in prefixes pre and at
(lesson summary)
Executor:
Golovko Maria Sergeevna,
Russian language teacher and
Literature MBOU "Secondary School No. 1"
Mariinsk, 2014
Content:
1. Introduction.
2. Lesson summary.
3. Conclusion.
4. List of used literature.
Introduction.
The lesson notes for the 6th grade Russian language are compiled according to the model of a problem-dialogical lesson in learning new material. Lesson goals are set with a tendency to transfer functions from teacher to student. Productive and problematic forms of work are combined.
During the lesson, criteria for self-control and self-assessment are set. Forms and methods of teaching are used that increase the level of activity of students.
The lesson is structured in such a way as to teach children reflexive action to assess readiness for knowledge and discover ignorance and the causes of difficulty.
The lesson creates an atmosphere of cooperation and comfort.
Spelling of vowels in prefixes pre and pr.
Lesson objectives:
Introduce students to the spelling “Spelling of vowels e and i in the prefixes pre, pr” and their graphic designation on the letter;
Train students in determining the basic meanings of the prefixes pre and at;
Improve spelling skills.
Personal:
organize an understanding of the value of the activities performed,
to form a value attitude towards joint cognitive activity.
Cognitive and regulatory:
develop the skills to plan, control, regulate and analyze one’s own educational activities;
goal setting, ability to structure knowledge (building a diagram);
develop students’ speech, enrich children’s vocabulary;
develop intelligence, thinking, memory.
Communicative:
create positive motivation among students for Russian language lessons by involving everyone in active activities;
cultivate the need to evaluate one’s activities.
to cultivate a culture of speech, a love of words and native language.
During the classes:
Organizing time (self-determination for activities, checking the class’s readiness for the lesson. Greetings.)
Updating knowledge. (10 minutes), (cognition, regulation, communication UUD).
Words are written on the board, the class is given the task to insert the missing vowels.
Right..living, right..runs, right..flattering, right..wise, right..school, right..drive, right..open, right..sew, right..grad, right..write.
What connects these words? (prefixes pre and at).
Define a prefix (a morpheme that comes before a root and serves to form new words).
What types of consoles are there? (mutable and immutable)
What problem arose while completing the task? (problem of writing vowels in the prefixes pre and pr).
So, what is the topic of today's lesson? (vowels in the prefixes pre, at).
Think about what the spelling of vowels in prefixes may depend on? (the spelling of vowels in prefixes depends on the lexical meaning).
Determine the meaning of words? (approximation, accession, addition, proximity, incompleteness of action, meanings “very”, “re”).
The tide will come running, come - approaching;
School-proximity;
Charming, wise - meaning “very”;
Open slightly - incomplete action;
Sew, attribute - accession;
Block-meaning “over”.
3 . As a result of the work done, we will draw up a reference diagram . (15 minutes), (reg., learning UUD).
I've arrived
crawled
Galloped up
Sewed
Pasted
Tied
Prishkolny
Prirechny
Lakeside
Bitten
Lay down
Burnt
Pre
1. kind, wise = very
2.interrupt, block=reverse
So, what determines the spelling of vowels in the prefixes pre and at? (from lexical meaning).
The student gives a detailed answer according to the scheme on a new topic (organizing the primary consolidation of knowledge according to the constructed scheme, pronouncing new knowledge in speech).
4. Consolidation of knowledge in practice.
Task No. 1. (5 minutes), (communication, learning).
Replace the expression with one word with a prefix to indicate graphically.
Lie down for a while (lie down), sit on the edge (sit down), get not very sick (get sick), break the law (crime), come close to something (get closer), follow in the footsteps of someone (pursue), very beautiful (wonderful) ), very boring (very boring), teach children (teach).
Task No. 2 .(5 minutes), (communication, learning).
Work in groups. Sort words by meaning. Add your own examples.
1st group - approaching,
2nd group - accession,
Group 3 - “over, very”
Group 4 – proximity,
Group 5 – incomplete action.
Ride up, roll up, nail down, attach, coastal, extol, calm, overcome, stop, exaggerate, most unpleasant, sit down, run up, nasty, downplay, rush over, move up, add, infield, very good, station square, sail up, screw in.
5. Reflection on the lesson. (5 minutes), (personal, communicative).
What did you find difficult?
What new did you learn?
What do you remember most?
- I worked actively, I understood everything, I was in a good mood
- I understood everything, but I was embarrassed to work actively in class
- Attended the lesson
Glue the selected “faces” onto a sheet of Whatman paper located on the board. You will get a “portrait” of the class.
D/z by groups .
Group 1: use the spelling dictionary to find spellings of vowels in the prefixes pre and at that were not studied in class. Prepare a story for the class about these cases (for strong ones). - prefixes pre and pre- complex cases.
Group 2: learn the rule, compose a story using all cases of writing the prefixes pre and when according to the diagram drawn up in the lesson.
6. Lesson results.
Conclusion.
Problem-dialogical lesson in learning new material. During the lesson, a problematic situation is created - contradictions that give rise to students' desire to solve the problem on their own. By entering into dialogue with the teacher, they identify a contradiction - they articulate it and become aware of it.
As a result of the work done, students develop a value attitude towards joint cognitive activity, the ability to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, the ability to structure knowledge, as well as the ability to reveal new material according to a concise scheme or algorithm.
As well as the formation and development of experience in evaluative and practical activities in life situations, the ability to evaluate the work done in the lesson independently.
List of used literature:
1. Russian language: textbook. For 6th grade. general education institutions/(M.T. Baranov, T.A. Ladyzhenskaya, L.A. Trostentsova and others; scientific editor N.M. Shansky). - 27th ed. - M.: Education, 2007. - 239 p.
2. Spelling dictionary of the Russian language/Institute of the Russian language.; Editorial team: V.V. Lopatin, B.Z. Bookchina, L.P. Kalakutskaya and others - 30th ed., ster.-m.: Rus. Yaz., 2004.-516 p.
3. Skok, G. B. How to design the educational process for a course [Text]: textbook, manual for teachers / G. B. Skok, N. I. Lygina, N. I. Kolesnikova, E. V. Nizovskikh. - Novosibirsk: NSTU Publishing House, 1999. - 83 p.
4. Samolova, T.N. Russian language. 5th grade. Collection of exercises.-Novosibirsk-2000-104 p.
