Subject Russian language

Date 26.01.2009

Class 5 "B"

Theme of the lesson “Spelling of vowels A–O in the roots -RAST-, -RASH-, -ROS"

Lesson type: explanation of the new

Level of preparedness of the class: average.

Lesson Objectives:

Cognitive: get familiar with spelling A–O in the roots -RAST-, -RASH-, -ROS

Practical:

improve the ability to correctly write words with these roots;

to form spelling vigilance;

General subjects:

to teach comparison, proof and refutation as methods of mental activity using the example of vowel alternation in roots;

develop the following operations of logical thinking: comparison, classification, analysis;

differentiated work on the stability of students' attention.

Learning principles: didactic:

scientific character (teaching spelling based on generalizing spelling concepts).

accessibility (reliance on knowledge of spelling obtained in elementary school).

visibility (didactic material illustrating the concepts of spelling, spelling, identification features of spelling).

systematicity and consistency (use of system-forming concepts: type of spelling, identification feature of the spelling).

Methods of presenting knowledge: teacher's word with reproductive discourse.

Methods of knowledge formation: asking questions:

frontal survey (to consolidate new spelling concepts);

interrogation (repetition of the spelling rule A - O in the roots -RAST-, -RASH-, -ROS-).

Skill formation methods:

finding roots with alternating vowels in sentences.

selection of examples of words with this spelling.

selective distributive dictation.

Control methods: selective dictation with signal cards (used during the debriefing of the lesson).

Lesson plan.

1. Organizational moment - 1 min.
2. Mobilizing stage - 5 min.
3. Formulation of the topic and purpose of the lesson - 5 min.
4. Learning new material - 8 min.
5. Consolidation of the studied material - 15 min.
6. The results of the lesson - 2 min.
7. Setting homework - 2 min.

8. Reflection - 2 min.

DURING THE CLASSES

I. Organizational moment.

II. mobilization phase.

Target: prepare students for the perception of new material.

Written on the board are the words:

1) Offer ..gat, locate ..live, r..wall;
2) Nature..shchenie, out..gat, sex..live;
3) Term..suggestion, expression..sla.

Teacher. Read the rows of words aloud. Select the word in each row according to two signs at the same time. Read the words of the first row. Tell me which word can be highlighted in it and why?

Students. In the 1st row, you can select the word plants. This name is a noun, and the rest are verbs. In words offer, offer -LAG-, -LOZH-, but in the word plants - fundamentally -RAST-.

Teacher. Name the words of the 2nd row. What word can be distinguished and why?

Students. In the 2nd row, you can highlight the word increment . This is a noun, and the rest are verbs. In words expound, put unstressed vowel is written in roots -LAG-, -LOZH-. In a word increment fundamentally -RASH-.

Teacher. What can you say about the words of the third row?

Students. Among the words of the 3rd row, one can single out the word grew . This is a verb and the rest are nouns. In words term, offer unstressed vowel is written in roots -LAG-, -LOZH-. In a word grew - fundamentally -ROS-.

III. Formulation of the topic and purpose of the lesson.

Target: learn to formulate the topic and objectives of the lesson.

Teacher. Name the words underlined from each row. Say which vowels and in which part of the word are missing. State the topic of today's lesson.

Students. We have highlighted the words plants, increment , grew. Vowels are missing at the root of these words. ABOUT or A. So, the topic of today's lesson is “ Vowels -A - O in the root -RAST-, -RASH-, -ROS-“.

The teacher writes the topic of the lesson on the board.

Teacher. Formulate the purpose of the lesson, based on its topic. Use the writing on the board.

1. Get to know...
2. Learn to find and write correctly ...

Students. The purpose of the lesson: to get acquainted with the rule of writing vowels A And ABOUT in the roots -RAST-, -RASH-, -ROS-; learn to find and write words with these roots correctly.

IV. Learning new material.

Target: find out the conditions for writing the studied roots.

1. Work with the textbook, p. 169.

Teacher. What determines the alternation of vowels A - O in the roots -RAST-, -RASH-, -ROS-?

The rule is repeated by 2 - 3 students.

2. Entry in the Dictionary of Difficult Words: Rostov, sprout , industry , Rostislav.

V. Consolidation of the studied material.

Target: consolidate the acquired knowledge.

1. Exercise 437 (oral)

2. Selective distributive dictation.

Plant leaves, young growth, rose sprout, flowers proliferate, ancient branch, seaweed, potato cultivation, reed beds.

3. Exercise (writing on the board)

1) vyp..stit, voz..st, ...
2) s..
3) vyp..s, water..sli, ...

Reference: nar..becoming, grown..grown, grown..sshiy, inexpensive..sl, por..sl.

Teacher. Read the strings of words. Give them a task. (We need to continue the chain of words using the words from the help)

Teacher. Name the signs in accordance with which it is necessary to continue the chain of words. (These chains of words must be continued, given which vowel is written in the root)

Teacher. What word can be included in the first chain? Write down this word. Explain the position of the letter A at the root of the word.

The students complete the task and check it with the teacher. Similarly, they work with the rest of the chains of words.

4. Selective dictation.

1) Play, children, grow up in freedom. (N. Nekrasov)
2) Three proud palm trees grew high. (M. Lermontov)
3) Thickets of shrubs formed an impenetrable thicket.
4) Rice grows in marshy places.
5) The seashore is covered with algae.
6) These places surprise with rich vegetation.

5. Work in notebooks with a printed basis. (test 11, task 4)

VI. Summary of the lesson.

Teacher. What rule did we learn in class today?

Children repeat the rule. The teacher evaluates the work of students in the lesson.

VII. Homework . Paragraph 84, exercise 441.

VIII . Reflection

What new did you learn in the lesson?

How?

What else needs to be done?

Describe, please, your activities in the lesson and the degree of assimilation of the material (+).

Well understood, but

did not understand everything.

material.

Active in class

was working

at the lesson. boring.

Thank you for your work, grades for the lesson ...

Letters O-A at the root -rast-//-rost-//-rasch-

Lesson type: learning new material

Forms of organization of educational activities in the lesson: individual, pair, frontal.

Lesson Objectives:

Cognitive aspect: to analyze cases of alternation of vowels o-a in the root - rast- // -ros-//-rasch-; to teach to recognize words with alternating vowels in the root, to justify the choice of vowels;

Developing aspect: to develop speech, attention, memory, logical thinking, the ability to generalize, draw conclusions, develop self-control skills;

Educational aspect: improving the skills of ethical interpersonal communication, fostering a careful attitude to the word.

Equipment:

interactive board, , , cards for test work, textbook (Russian language: textbook for 5th grade general educational institutions / [T.A. Ladyzhenskaya, M.T. Baranov, L.A. Trostentsova and others] - 35th ed. - M.: Enlightenment, 2008.)

DURING THE CLASSES

№ slide

Lesson stages

slide 1

1. Organizational moment
2. Recording the topic of the lesson, setting goals

3. Actualization of knowledge.
Frontal survey
- What is alternation?
- Give examples with the alternation of sounds in prefixes, roots, suffixes
- Tell us about the spelling of alternating vowels in the root –lag-// - false-

slide 2

Verification work
Insert missing letters
offer a draw
appendix to the magazine
popular statement
position ... business
rely ... on the team
decompose ... live plants
expound the program
st ... live in seconds
excellent…live visit
take on…live responsibility
dispose of data
make an effort

slide 3

4. Explanation of new material
4.1. Observations on the table, formulation of the conclusion

slide 4

4.2. We compare the conclusions with the rule in the textbook p.85

Slides 5-9

4.3. Lexico-orthographic work. Write down the exceptions. Why are they exceptions?

Slide 10

5. Fixing
5.1 Development of oral speech. Read the tongue twister several times, explain the spelling of words
Pror ... if r ... stitches, povyr ... if, but the growth of the r ... stitches did not grow out ... if.

slide 11

5.2. Independent work exercise 437.
One student works at the computer (pause mode), the rest in pairs.
Cherry r ... sla, podr ... became, and, finally, vyr ... sla; saved r ... sten; garden grown by schoolchildren; small r ... stitches.
Checking, error analysis

slide 12

5.3. Design. Make up phrases according to the picture with the root -rast- // -ros-//-rasch-

Slide 13 or activity

5.4. Distributive dictation. Interactive task
Serving, expressing ... styles, making ... efforts, tween ... sli, prop ... sti, street ... live, vr ... sli, expound ..., r ... stitches, grown ... schenny, ot ... sl, r ... lender, r ... sten
How can words be divided into groups?

Slide 14

6. Summing up the lesson
What spelling did you learn?
- What determines the choice of vowels in the root -rast- - ros- -rasch-?
What are the exception words?
- What is the similarity between the rules about the spelling of the roots -rast- //-ros- // -rasch- and -lag- // -false-

slide 15

7. Homework
p.85 learn, p.84 repeat exercise 441

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Lesson topic: Spelling of the roots RAST, RASH, ROS

Target: 1. the formation of the spelling skill of the roots - growing, - growing, - growing;

2. development of research competence of students;

3. education of respect for nature.

During the classes.

Today in the lesson we will continue to work on the spelling of roots with alternating vowels - O - A-. Let's try to determine the topic of the lesson together.

Look at the blackboard and say what the question marks on the diagram mean?

(Unstressed vowels are fundamentally divided into 3 groups: 1-checked, 2-unchecked, 3-alternating)

- What do you need to remember in order to correctly write unstressed vowels of groups 1, 2, 3? ( Children tell the rules for spelling checked vowels in the root, unchecked vowels in the root, alternating vowels in the root)

2. Read the text expressively.

All the attractiveness of the earth lies in the animal and plant world. Fresh grass, poplar under the window, a flock of jackdaws climbing over TV antennas above the roofs of houses - is this a background or a part of our life? Attention to the birds that have arrived, to the flowering meadow, to the sprouts of the planted grove 2 , to the reeds growing along the lake - a source 2 interest and love for them, a pledge of mutual joy of nature and man.

- Determine the topic of the text. Title. We will refer to it throughout the lesson.

3. And now, using punch cards, write out words with unstressed vowels from the text, distributing them into 3 columns

Unchecked

unstressed

Checked

unstressed

Alternating vowels

(Examination)

4. So, let's turn to words with alternating vowels O-A. Look carefully at the words in this column and say, what spelling of the roots will we talk about today in the lesson?

What are these roots called and why?

(Roots are written in words whose meaning is associated with growth, development,

i.e. with life)

- Formulate the topic of the lesson.

(Spelling roots -RAST-RASH-ROS-)

- Formulate the grammatical topic of the lesson.

(Learn to correctly choose and write a vowel in the roots -RAST-RASH-ROS-)

- Formulate the speech topic of the lesson.

(Speech development: improving the ability to speak in public)

5. What determines the spelling of vowels - O - A - in the roots? A research project has been prepared for the lesson, which will answer this question.

Student presentation:

Project "Spelling of roots with alternation of vowels O-A in the root"

We have prepared a research project "Spelling of roots with vowel alternation O - A in the root".

The creative name of the project is "The Roots of Life".

The goal of our project is to learn how to correctly write the roots -RAST-, -PASH-, -ROS-, in which the vowels O-A alternate.

Put forward a hypothesis. Let us explain the meaning of the word HYPOTHESIS.

A HYPOTHESIS is an assumption put forward to explain some phenomena. What is our hypothesis?

If the consonants ST and Щ command the spelling, then A is written in the root. If the consonants ST and Щ are absent in the root, then O is written.

We know that roots with vowel alternation O-A can be commanded by:

Suffix -A - (roots KOS-KAS, LAG-LOZH) Stress (roots ZOR-ZAR, GOR-GAR) Meaning (roots RIVN-RAVN, MAK-MOK)

And who commands the roots RAST - RASH - ROS?

We conducted a study: we selected texts, determined the range of words with which we will work and followed their writing. It turned out that in words with these roots, neither the suffix -A-, nor the stress, nor the meaning play a role. It remained to pay attention to the consonants in the root.

We know about such a linguistic phenomenon as the alternation of consonants. The combination -ST - alternates with -Ш-. The proof of this proposition is presented on the board:

Shine - shine

whistle - whistle

clean - cleansed

grow - grown

So, in the root RASH, as in the root RAST, it is written -A-.

To find out if all our classmates can distinguish the root -RAST - from the prefix -RAS - and the root starting with the letter -T-, we picked up examples, wrote them down, printed out cards for each student and asked them to distribute the words in two columns.

Did not complete the task - 0% or 0 people out of 5 Completed the task with 1 error - 2 out of 5 people Completed the task without errors - 1 person out of 5

Where can we find words with the root of life?

In nature, in the forest, with human life, these words are also associated. The roots of life are called the roots RAST, RASH, ROS, as they are present in words associated with growth, with life, with development.

results Our study was to create a calling card of the roots. We give it to each of those present at the lesson, as a reminder, a hint.

RA ST//RA SCH– ROS

6. Let's check how carefully you listened to the speech and whether you remembered when -A- is written in the roots, and when -O-. You have a crossword. Insert the missing letters into the words of the crossword puzzle

Write these words in your notebook . (Student work. Verification)

Suggest a name for the crossword puzzle.

7. Explain the meaning of the word usurer by making a sentence according to the scheme.

8. Using your notes or didactic material, give examples of words with roots RAST, RASH, ROS and explain their spelling:

(Examples and explanation of spelling words with roots RAST-RASH-ROS)

So, your examples once again confirmed that the roots of RAST, RASCH, ROC are the ROOTS OF LIFE.

9. The sun will warm the earth harder, and in the forest, without waiting for all the snow to melt, at first timidly, and then more and more boldly, the first flowers appear.

What mood does the appearance of the first flowers evoke in you? Choose epithets for the word mood. (Good, happy)

And you can also say "Light, jubilant, solemn, festive, amazing, charming."

But for some reason, not all people take care of the first colors.

Let's write a sentence:

Scientists have created the Red Book and listed in it the plants disappearing from the thoughtless barbarism of man: lilies of the valley, bluebells, night violets.

- Explain the punctuation marks in the sentence. What is the general word? Explain the spelling of this word.

-Check the spelling of the rest of the words in the sentence.

(Examination)

-Why is the book of endangered plants and animals called the Red Book? What do the Red Book and traffic lights have in common?

(The red light of a traffic light means danger to life. Killing nature is dangerous for the life of mankind).

10. Guess what colors are in question in the following riddles.

A) nature carefully swaddled,

Wrapped in a green leaf

A flower grows in the wilderness untouched,

Cool, fragile and fragrant ... (lily of the valley)

-How did you guess that the riddle is about the lily of the valley? (A child can be swaddled; a lily of the valley wrapped in a leaf on a thin stem resembles a swaddled child.)

What figurative and expressive means of language helped to solve the riddle? (Metaphor)

What it is?

B) A flower - a cockerel grows on the edge,

Crested chin, crested crown. (Cuffed)

Let's turn to the text, read it and determine the main idea of the text and our conversation about primroses.

(The plant world is the source of our interest and love for it, a guarantee of the mutual joy of nature and man)

-Quite right. And so we

From all doubts and turmoil,

From all bruises and pushes

Plants can be treated

At their flowers and sprouts.

What words of this quatrain illustrate the grammatical theme of our lesson?

15. To test our knowledge, let's do a test.

Test "Spelling of vowels - A - and -O - in roots with alternation"

1 option

What letter should be inserted? Choose the correct answer: find the column: a), b), c), or d), in which consecutive letters correspond to the letters missing in these words:

r ... the seaman o a o a

vyp ... steet a a o o

another ... if o a a o

negative ... sl a o a o

In which row in both words is the letter -О- written at the place of the gap?

1) r. wall, water if

2) vyp. shave, ascend st

3) r. stock, charge if

4) sub. flock, vyp. sti

In which answer option are all the words where the letter -A- is omitted?

A. sub. became

B. sub. sshiy

V. neg. sl

G. res. becomes

1) A, C, D 2) A, B, D 3) A, C 4) B, D

Option 2

1. What letter should be inserted? Choose the correct answer: find the column: a), b), c), or d), in which consecutive letters correspond to the letters missing in these words:

zar..sli o a o

r.. stock o a a o

R..stov o a o

r..stability o a o a

2. In which row in both words is the letter A- written at the place of the pass?

1) ascend. st, salary if

2) neg. left, cf. schenie

3) sub. became, R. stislav

4) cf. get off, vyp. sshiy

3. In which answer option are all the words where the letter -О- is omitted?

A. r. style

B. vyp. if

B. water. if

G. r. lender

1) A, D 2) B, C, D 3) B, C 4) A, B, C

16. Summing up the lesson.

17. Homework: write an appeal to first graders about caring for nature.

Didactic material for the lesson

"Spelling of the roots - RAST -, - RASH-, - ROS-".

Puzzles

R..steet upside down , 2. Titus entered the earth,

Not in the summer r..stet, but in the winter. I found the blue cap.

As soon as the sun bakes it, From the earth it has come out .. has become -

She will cry and die. The whole world dressed.

3. The girl is red in the ground vr..sla.

4 . And green, and dense - in the garden vyp..with a bush. Began to pinch - steel

cry and howl.

5. Ros Demid, vyr..s, crawled out into the world, passed through the earth,

I found a red cap.

6. In the summertime, golden mountains rise.

7 . What's down with the top of the river .. stet?

8 . Around the lake, the forest flows.

9. They don’t sow, they don’t plant, they grow themselves..

10 .One pours, the other drinks, the third turns green and r..stet.

Proverbs

1.R..the walls are drawn to the light, and the peoples to the world.

2. Breaking a tree is a second, and cutting it out is years.

3. And the stone lying like moss arr..melts.

4. Where the pine has matured, there it is red.

Vocabulary dictations

R..sli of wild rose, r..vegetation of the tundra, otr..sl

industries, southern rivers..walls, sea waters..sli, river..sli

aspens, cut .. there were grasses, zar..la path, cf.. merged trunks,

pror..sla wheat.

Dr..became seedlings, grown..sli tomatoes, r..vegetable world

deserts, neg..left economy, elderly age.st, interesting

r..stenie, green r..stochki, huge zar..sli hazel,

useful hydrogen..sli.

Creative dictation

Using the reference words and their meanings, make sentences so that the subject and predicate are expressed by the noun.

1. Young forest. 2. A separate area of activity, science, production. 3. A frequent shrub that has covered some place. 4. Give r.. stitches. 5. Become branchier, thicker, bigger.

Reference words: por..sl, otr..sl, zar..sli, pror..sti, raz..sti

Explanatory dictations

1. Red book of r..stenii.

How delightful we are with the beauty and fragrance of wild flowers! But often greedy hands reach out to them and ruthlessly tear them. These beautiful flowers and valuable medicinal plants may disappear forever. Many of them are listed in the Red Book of R..Stenii.

Zar..sli parted, and the children went out to a tiny pond. Near the very edge, a whole bunch of swamp rivers clung to the roots and floated. Green stems merged from the roots, and thin roots descended into the water like white threads.

G. Skrebitsky

3. Soil .

The soil is called the upper loose fertile layer of the earth, on which the r..stut r..wall. In the fight against soil destruction, vegetation helps a person. The soil is protected from erosion by various rivers: forest, field, steppe, meadow. People are planting shrubs so as not to r..merge ravines.

M. Skatkin

4. Water..sli.

Sea waters are healthy and tasty. They make bread, cookies, muffins, sweets. They are also eaten fresh. Sea waters accumulate in their tissues the metals and substances necessary for life. If a person uses hydrogen..sli in food, he strengthens his health.

I. Akimushkin

Selective dictation

This is interesting.

Wheat is the very first grain crop that man sowed. Rye quickly grows, it, without human help, copes with many weeds. Beetroot seeds are so firmly entrenched that they cannot be separated. If the balls of beet seeds are sown, several rows of stems will melt from each vyp.. In July, cumin seedlings look like white lace has been thrown over them: this is from the abundance of small white flowers.

Goals and objectives:

to fix the spelling rule of the roots -rast-, -rasch-, -ros-; repeat the spelling of the roots -lag-, -false-; spelling of roots with checked and unchecked unstressed vowel; develop the ability to find words with the studied spelling, the skill of writing words with the indicated roots;
develop the memory and thinking of students, coherent speech skills;
to cultivate love for nature, interest in the Russian language.

Equipment:

Laptop.
Multimedia projector.
Microsoft PowerPoint presentation ( Annex 1)
Textbook “Russian language grade 5” T.A. Ladyzhenskaya and others.
Individual cards with multi-level task.

During the classes

1. Organizational moment.

Soon the snow will melt, the rivers will be free of ice, it will be possible to launch boats. Today we will again go to the country of Words to visit the well-known Sovunya and together with her we will make a river trip. During the trip, we will repeat the roots with an alternating vowel and the spelling of the roots with an unstressed vowel. (slide 1)

2. Checking homework.

Before leaving, let's check if we have done everything at home.

Homework is checked at various levels.

1 group students perform independent work on a card according to words from homework: write out in columns words with an alternating vowel in the root and words with an unstressed vowel in the root.
2 group students on the card inserts the missing vowels in the same roots.

Then a joint check is carried out.

Oral survey:

What determines the spelling of vowels in the roots -lag-, -false-? In the roots - grow-, -grow-, -grow-?

How to check an unstressed vowel in the root of a word?

Is it possible to check roots with alternating vowel stress? Why?

3. Fixing.

1) -We are going on a trip along the Grammar River. Notice how clear the water is. What plants can be seen at the bottom? (slide 2)

(seaweed)

What roots are found in this word?

Insert the letters and explain their spelling (on the interactive whiteboard).

(In clear water, you can see thickets of algae.)

What grows along the banks of the river? (slide 3)

(bulrush, cattail)

Notice how the word is spelled cattail. Explain the spelling of the word reeds.

Make up and write a sentence with this word.

(A tall reed grows near the shore.)

What root with an alternating vowel did we meet? Explain its spelling.

2) - After we looked into the depths of the river, examined the banks, now let's look around.

What grows on the coast? (slide 4)

(apple tree)

Look what a beautiful apple tree has grown. The sun warms it, and the apples ripen on it. And how they keep up, we will read about this in the poem “Apple tree” (slide 5).

The student reads the poem.

R_sti, R_sti apple tree
Give it a go!
Blossom, blossom apple tree
Blossom_thai!
golden sun,
Hotter gray!
Vy_stayte apples
Hurry!
R_sla, R_sla apple tree
Subr_sla.
Blossom, blossom apple tree
Faded.
Rejected the apple tree
your outfit,
And the apples ripened
For guys.

Insert missing letters and commas, explain spelling.

What spelling did you work on?

Write down only those sentences where roots with an alternating vowel occur. Highlight them, mark the spelling.

3) - We admired the apple tree, now we can swim further. The sun shines brightly. What is it that glitters on the shore in the waves? (slide 6)

(bottle)

And there is a letter hidden in the bottle. I wonder what is in this letter? (slide 7)

This is a letter from the guys. Let's read it.

The garden has grown.

We have a garden in our yard. He was raised by the guys of our house. At first the yard was bad. Only a barely noticeable grass grew near the fence. Then we planted trees, flowers and began to grow them.

The first shoots have appeared. We protected every plant. Flowers grew before our eyes. The trees grew noticeably. Our yard has become green, and the garden is growing and prettier.

Indeed, to grow a good garden, you need to work hard. And in order to remember how to do this, we will work with the text.

Where was the garden? Who raised him?

What did the yard look like at first?

What did the guys do to change the yard?

How did the garden grow?

Find words that have roots with an alternating vowel. Name the roots.

(grown, grew, grow, sprouts, plant, grew, grew up, grows)

Read the text again and retell, remembering where the word is.

But these are not simple stones, but grammatical ones. Under each stone is a word.

Divide these words into 2 columns: roots with an alternating vowel and roots with an unstressed vowel.

(berezhok, put, flow, river, grows, settle down, garden, grew up)

Let's check if we have correctly distributed the words.

5) The stones are removed, you can go home. Look, Sovunya is meeting us. (slide 9). She wants to ask something.

4. The result of the lesson.

What barriers-spellings did you meet today? Is it possible to check an alternating vowel in the root of a word with an accent?

You did a good job today.

5. Homework.

Do the work on the card. (slide 10)

MOU Saraninskaya secondary school

Russian language lesson in grade 5

using ICT

on the topic " Spelling roots rast / rasch / grew.

Lesson Objectives:

1. Teach students to apply the mode of action when choosing vowels

o - and in the roots rast / rasch / grew.

2. To form the cognitive interest of students through a variety of forms of learning activities.

During the classes.

I. Organizational stage.

II. Repetition.

Words with missing vowels are written on the board (it is possible on the interactive one) for the spelling of the roots lag / lodges: adj..gat, transfer..live, next..gained, prolong..gap, region..lived, cash..gat. dol..live. ex..live. suggest.. w..live.

Task: write the words in two columns. Column check.

Conclusion: in which roots is the vowel a, in which - o?

Tell the rule according to the table.

VI. Verification work using matrices. The words are written on the board.

Task: write only the letter a under the corresponding numbers

1. r ... vegetative

2. grown up

3. vy…sla

4. sub…gets

6. time…if

7. prophecy

8. por ... sl

9. r ... stock

10. ex…stim

VII. Summing up the lesson.

What new did we learn in the lesson?

What have you learned?

Tell the spelling rule of the roots rast / rasch / ros.

What can we say to the Princess of Spelling?

VIII. Homework:

1. Learn the rule p. 178 (spelling number 13)

2. Perform exercise 441.

teacher of Russian language

MOU Saraninskaya secondary school

using ICT

on the topic of: "Letters o - e after adverbs hissing at the end."

Type of lesson: learning a new topic.

Lesson Objectives:

1. Learn how to act when choosing to write o-e after adverbs hissing at the end.

2. Work on the development of students' communication skills.

3. To form the cognitive interest of students through active forms of learning activities.

During the classes.

I.organizational stage.

II. Repetition.

1. On the board text (it is possible on the interactive):

I love May and patiently wait for it in the cold of January, in the February snowstorms, in the April flood. But May always comes unexpectedly. Streams murmur loudly, lilacs will bloom wildly in my garden. May is in full bloom!

Tasks for students:

Read the text.

Has your mood changed? Why?

Name the adverbs that appear in the text.

On what grounds did you determine that these are adverbs?

2. Linguistic game "Fourth extra" (on an interactive whiteboard). Method of action: insert the missing letter, underline the spelling, find the extra word, tell the rule.

· Sun ... m, meeting ... th, lily of the valley ... m, ray ... m.

· Lead ... wow, lily of the valley ... wow, brocade ... wow, reed ... wye.

Formulate a general rule.

Thus, we have determined the main conditions for choosing this spelling: part of speech, morpheme, stress.

III. Determining the purpose of the lesson.

Why do you think words with these spellings were used for the game?

What topic should we study in class?

What is the problem we are facing now?

IV.Exploring a new topic.

1. Let's start with observation. But blackboard examples:

HOT…

SINGING…

Questions and tasks for students:

What parts of speech are the words?

Which morphemes are missing letters?

What vowels should be written at the end of adverbs?

Which consonants are followed by the vowels o and e?

Formulate a rule.

2. Reading the rules from the textbook.

What seemed familiar?

What's new in the spelling rule of adverbs?

3. The table is posted.

Tell the rule according to the table.

v.Training exercises.

1. Exercise 212 on your own

In what dialects did you write the letter o after the hissing ones? By what rule?

What you need to remember about the adverb more ?

What rule did we learn in today's lesson?

Formulate a general rule for the spelling of nouns, adjectives, adverbs.

VI.Verification work.

On the board of the word (it is possible on the interactive).

Oh or e?

1. big ... th

2. landscape ... m

3. looks like ...

4. enticing…

5. good…

6. heart ... m

7. fresh…

8. more…

9. fontanel ... to

10. candle..th

11. common…

12. about the best ... m

13. hare ... nok

14. creaky ...

Punch cards are filled out and handed over to the teacher for verification.

Answers: ABOUT – 1, 5, 7, 9,10,11, 13

What rule did you use to complete the task?

Which word is the exception?

VII. Homework.

1. Learn the rule.

VIII. Work on the development of speech.

Let's remember once again blooming May. Consider the paintings "Lilac" and the Saranin artist N. Naumova.

Choose one of the pictures and compose a miniature using adverbs (on the board): fresh, still, good, fragrant, ebullient. exciting, alluring, refreshing, inviting.

And the music will help create a spring mood.

The play "White Nights" sounds.

Students read miniatures.

What role do adverbs play in the text?

What rule of spelling of adverbs was used in creative work?

Actually, according to the rule in this root with alternating unstressed vowels A it is written before -st- and -sh-: plant, grow, grow, grow. Exceptions: Rostock, Rostov, Rostislav.

Letter O it is written, if not -st- and -sh-: grew, overgrown, overgrown. Exception: industry.

Spelling of vowels A and O in roots RAST - RASH and ROS.

The letter A must be written before the consonants ST and Щ, and before the consonant C we write the letter O.

For example,

grown - grown - grown - grown, grown - we grow, etc. (we write the letter A, because before U),

plant, raised, grown, germinated, age, age, grow up, etc. (we write the letter A, because before ST),

grew, outgrown, overgrown, undergrowth, undergrowth, etc. (we write the letter O, because before C).

There are also exception words, the spelling of vowels in which you just need to remember, since they do not obey the rule above (see the picture below):

Optional: plant, age

sprouted, grown

germinated.

There are a lot of words with alternating vowels for the rule rast - ros - rasch in Russian. Words are known

plant and age, but sprout.

The rule is simple, with careful reading and doing a few exercises, it will not be difficult to determine which vowel to write.

Examples of words with the root RAST:

We grow, grow, grow, plant, age, grow, growing, grow, growth, vegetation, age.

Examples of words with the root ROS:

Thickets, grew, grew, grown, grew together, undergrowth, overgrown, grown.

Examples of words with the root RASH:

Splicing, grow, grow, grow, grow, grown.

In order not to get confused about which vowel to write in the root, remember the rule:

Vowel A - we write before ST, SH

Vowel O - we write in other cases

There are exception words that you need to remember: usurer, branch, sprout, Rostov, Rostislav.

Root -growth- in such words: plant, age, growth, grow, grow, growing, wild, grow, growing, age, vegetation, grow ..

Root - grew - in such words: thickets, grown, shoots, undergrowth, grew, grew up, grew up, overgrown ...

Root - rasch - in such words: build-up, germinate, splice, grow, grow, nurtured ...

Root -growth-

Grows, -grows, -grows, -grows-silt, you-grows-silt - all words come from the word plant.

Root - grew -

Ros-current, growing-l, you-grew-, -grew-trader, -Ros-tov, -grew-a, s-grew.

Root - rasch -

to grow, to grow, to grow, to grow, to grow - all words come from the word grow.

The roots -rast- and -groves- refer to the rule of alternating vowels from -a-a to -o- and vice versa. The rule says: the letter -o- is written at the root of the word before all consonants, except for -st- and -sh-shch. Before -st-, -sh- the letter -a- is written. From this rule, two similar roots come, bearing the same meaning -ras-, -growth-, -groves-. Example: grow up, grew up.

Grow: grown, plant, age, grow, growing

Ros: tall, sprout, teenager, grew up, thickets, overgrown

Rasch: I will grow, grow, grow, grow, grow

Here are just some examples of words with these roots. Other words can be found on the Internet

It is not always possible to check an unstressed vowel in the root of a word. This cannot be done in the case of vowel alternation o//a, as, for example, at the root of rast- / rasch- / ros-.

Examples of words with a root rast- / rasch-:

plant, grow, grows, growing, will grow, plant growing, lush vegetation, vegetable oil, grow, grown beard, grow, properly grown, germinate in time, germinate, sprouted grain, grow up, grow up, rising generation, grow up, grown up, grow, build up , growing, grow, grow, incremental, grow together, grow to the shelf, grow, grown.

Examples of words with the root ros-:

algae, algae, coppice, coppice, grew, grew, grew, grew, sprouted, grew, grew together, grew to the roof, grew quickly.

Let's remember the spelling exception words: sprout, branch, Rostov, Rostislav, usurer and derivative words - branch, sprout, sprout, sprout, teenage, usurer, Rostov, etc.

At the root with spelling Alternating vowels in the root rast-//-ros-//-rasch- before st the letter a is written, before c - the letter o, before u - the letter a.

Examples of words with a root - rast-