Grow--grow--grow- Grow PLANT Grow Grow Grow Grow Grow Grow Grow Grow Observation of the pronunciation and spelling of words with the root -grow-, -grow-, -grow- according to the table. Observations of the pronunciation and spelling of words with the root -rast-, -rasch-, -ros- according to the table.
1. In what row is the letter A written at the place of gaps in all words? 2) break up ... get up, grow out ... with, lay ... live, compare ... eat; 3) age ... st, lie ... speak, r ... usurer, grow ... become; 4) r ... sti, R ... stov, should ... live, st ... zhenie, natural ... sli. 1) r...growing, slug...gae, ref...sl, grown...grown; 2) break up ... get up, grow out ... with, lay ... live, compare ... eat; 3) age ... st, lie ... speak, r ... usurer, grow ... become; 4) r ... sti, R ... stov, should ... live, st ... zhenie, natural ... sli.
2. In which row, at the place of gaps, is the letter O written in all words 1) vzr ... fly off, expound ... gat, exposition ... zhenie, r ... sli; 2) r ... sten, apply ... gat, r ... vegetativeness, service ...; 3) age ... stny, application, supposed ..., natural ... sti; 4) r...sink, v...zhenie, offer... zhenie, vod...sli. 1) vzr...fly off, state...gat, statement...zhenie, r...sli; 2) r ... sten, apply ... gat, r ... vegetativeness, service ...; 3) age ... stny, application, supposed ..., natural ... sti; 4) r...sink, v...zhenie, offer... zhenie, vod...sli.
3. In what row is the letter O written in all words at the place of gaps? 2) tr...kick, groaning, begging...to plead (for help); 3) to ... feed, support ... reap, sex ... speak (puppy); 4) reflect ... sl, anger ... bleen, update ... twist. 1) t ... to drink, to ... zit, teacher ... teacher; 2) tr...kick, groaning, begging...to plead (for help); 3) to ... feed, support ... reap, sex ... speak (puppy); 4) reflect ... sl, anger ... bleen, update ... twist.
4. In which row is the letter E written at the place of gaps in all words 1) tr ... schat, hide ... sing, surprise ... vengeance; 2) st ... thief, sp ... sew (home), consumption ... senie; 3) pacify ... ryat, tr ... sing, dedicate ... tit (with a lantern); 4) oppression ... denial, relief ... development, develops ... (in the wind). 1) tremble, hide... sing, surprise... 2) st ... thief, sp ... sew (home), consumption ... senie; 3) pacify ... ryat, tr ... sing, dedicate ... tit (with a lantern); 4) oppression ... denial, relief ... development, develops ... (in the wind).
5. In what row is the letter A written in all words at the place of gaps 1) d ... lekiy, d ... lin, r ... drain; 2) define ... go, enjoy ..., cheer ... cheer; 3) expound ... spread out ... spread out, sell ... wat; 4) r ... sten, threaten ... reap, region ... mother. 1) d ... lekiy, d ... lin, r ... drain; 2) define ... go, enjoy ..., cheer ... cheer; 3) expound ... spread out ... spread out, sell ... wat; 4) r ... sten, threaten ... reap, region ... mother.
12. Roots with checked vowels. In order not to make a mistake in the spelling of an unstressed vowel, the word must be changed so that this vowel is stressed: povr e dit vr e d, teacher A wat teacher A be, prith I shit prith I eat.
Note. When applying this rule, keep the following in mind:
a) Vowels after hissing and c are written on the basis of special rules (see paragraphs 9, 10, 11).
b) The spelling of an unstressed vowel cannot be checked using imperfective verbs in -yvat , - ive , in which under stress instead of the root O often happens A : Tue O sing Tue A to kick, n O sit n A sew, and so on.
13. Roots with unchecked vowels. The spelling of vowels in many words cannot be checked by stress: With O tank, V O blister, V A trushka and etc.; such words should be consulted in the dictionary and memorized their spelling.
14. Roots with alternation O A. For spelling some roots with alternation A O note the following rules:
a) at the root braid kas (braid rush kas to be) is written A -A- : kas-a-tsya, kas-a-body, at- kas-a-tsya, But: at- braid- well, at- braid-n-awareness.
b) At the root lodges lag (before lodges it before lag at) is written A if the root is followed by a suffix -A- : from- lag-a-th, WHO- lag-a-th, at- lag-a-body, But: from- lodges-enie, WHO- lodges-it, at- lodges-enie.
c) at the root clone clan (By clone clan yatsya) under stress can be O , And A O : on clone yat, on clone to eat, With clone enie, By clone enie.
d) at the root creation creature (creation quality creature b) under stress can be O , And A , but without stress it is written only O : creation ec, co creation go, creation enie.
e) at the root mountains gar (mountains et behind gar , on gar ) letter A is under stress; spelled without stress O : mountains enie, behind mountains at, behind mountains eat, behind mountains spruce.
f) Root melt pilaf spelled with a letter O only in two cases: pilaf ec, pilaf sneeze, in other cases it is written A : With melt lyat, melt Nick, By melt OK, melt ounce (bug), melt teaching(Remember the word pl s woons subsoil layers saturated with water).
g) At the root zar — zor (dawn — dawns — dawn) without stress is written only A: h A rya, s A rnitsa, h A roar, oz A ryat, oz A rhenium.
h) At the root rast — height (grow - grew) without stress before st And sch spelled A (exp A style, age A st, Nar A standing, vzr A puppy, wed A schenie); before With without further T spelled O (exp O s, ex O sshiy, water O sl, bad O sl).
Exceptions: p O stock, r O janitor, R O stov, R O stislav; neg A sl, neg A left.
i) Root equal- predominantly written in words that are related in meaning to "equal" ("same"): R A numbered, R A ambiguous, Wed A understand, all R A clearly and also in the words: R A opinion, R A get involved, R A understanding, since A took up, R A vnina; root even- predominantly written in words related in meaning to "smooth" ("smooth", "straight"), for example: R O heed(tracks), sub O heed(flower beds), etc., ur O vein, R O vnya.
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 writing 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 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?
Safiullina Nuria Akhmatovna, teacher of Russian language and literature, MBOU "Osinovskaya gymnasium of Zelenodolsk municipal district Republic of Tatarstan"
Summary of the lesson on GEF in grade 5.
Subject: The spelling of the roots -RAST-, -RASH- and -ROS-.
Lesson type: assimilation of new knowledge.
Goals:
to form the skill of spelling vigilance and literate writing;
cultivate the desire to write beautifully and neatly.
- acquaintance with the conditions for choosing the letters A-O in the roots -rast-, -rasch-, -ros-.
Formation of skills for the correct spelling of these roots;
-formation of practical skills,
- develop the ability to logically express their thoughts.
- foster a culture of learning activities.
Personal UUD:
the ability to self-assessment based on the criterion of success of educational activities.
Metasubject:
be able to determine and formulate the goal in the lesson with the help of a teacher;
be able to express their opinion on the basis of work with the material of the textbook;
be able to work according to a collectively drawn up plan;
make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made;
plan your action in accordance with the task (Regulatory UUD);
be able to formulate their thoughts orally; listen and understand the speech of others; learn to work in pairs own opinion and position. (Communicative UUD);
be able to navigate in their system of knowledge, in the textbook; find answers to questions using the textbook; their own life experience and information received in the lessons. (Cognitive UUD).
Subject:
know the norms for the correct spelling of the roots -rast-, -rasch-, -ros-.
know the conditions for choosing the letters O-A in the roots -rast-, -rasch-, -ros-.
Know the exception words
Recognize words with alternating vowelsa - o in the rootsrast-, -rasch-, -ros -;
justify the choice of vowels in these roots.
be able to apply the acquired knowledge in practice,
be able to write,
be able to designate spelling number 13.
Basic concepts:
spelling of the roots -rast-, -rasch-, -ros-.
Interdisciplinary connections: Literature Resources: Main: Russian language. Grade 5 Tutorial in 2 parts. Authors: Ladyzhenskaya T.A., Baranov M.T., Trostentsova L.A. and others. Publisher: M.: Prosveshchenie. Year: 2012.
Additional:
1. Bogdanova G.A. Lesson developments in the Russian language for the textbook by T.A. Ladyzhenskaya and others.Enlightenment, 2010.
2. L.T. Grigoryan, M.T. Baranova, T.A. Ladyzhenskaya, L.A. Trostentsova. Didactic material for the textbook of the Russian language. Grade 5: A guide for teachers.publishing house:
Education.2009
Equipment: reference schemes, tasks, algorithm of actions, test tasks, evaluation sheets
Activation means:
living word teachers, TCO, practical work, independent work, individual task.
Forms of work in the lesson:
frontal survey, independent work, work in pairs.
Methods:
visual, verbal, reproductive, exploratory, partially exploratory,
Used materials from the site http://www.razym.ru/naukaobraz
During the classes:
- Motivation for learning activities -
1. Organizational stage:
Dear Guys! Today we will take another step towards new knowledge. I am glad you want to know the unknown.
2. Checking homework.
3.Preparing students for work at the main stage
What spelling did we learn in the last lesson? (spelling of the roots -lag-, -lozh-.)
-What section of the science of language are we going through (Morfemics. Spelling-What have we learned about the spelling of the roots?
What topic did we study in the last lesson? (Letters O-A in the roots -LAG-FALSE-.
-Repetition of the previous material. Insert letters into words: exposition (?) zhenie, pol-(?) live, offer (?) zhenie, adjective (?) gate.
What is the algorithm for choosing the letters O-A in the roots -LAG-FALSE-?
Give examples of words for this spelling. Write them down in your notebook. Mark the spelling number 12.
- Do you want to expand your knowledge about the spelling of various roots? (Yes.)
Why do we need new knowledge? (To write well)
- What are the steps to follow when learning new knowledge? (Required two steps: find out what we know and don't know).
- Initially, we will find out by repetition what we know.
- Then we will try to complete the task for new knowledge.
- Analyzing its performance, we will find out what we do not know.
- Find out the cause of the difficulty: what we do not know to complete the task.
- Let's try to get out of the difficulty on our own, that is, to isolate new knowledge.
Update of previous knowledge.
4. The stage of assimilation of new knowledge and methods of action
Where do we begin our knowledge of the new? (From repetition of what we know on the topic: Dictation with elements of choosing the letters A or O. How can I do the job? - Divide the words into 2 columns: 1st if A is written, 2nd if O is written.
Purpose: to test the ability of students to choose the correct option. The teacher dictates the words: adjectives, term, state, offer, settle down, lay down.
Explain the conditions for choosing the letters A-O.
1. And now consider the textbook table on page 34.
Read the task. Can you answer this question right away?
Let's build a project to get out of the difficulty (goal, theme, method, plan, means).
5.Organization of building a project to get out of difficulty:
- Setting the goal of the project (the goal is always to eliminate the cause of the difficulty).
- Clarification and coordination of the topic of the lesson.
- Definition of means (algorithms, models, directories, etc.).
- Formulating the steps that need to be taken to achieve the goal.
Today we will get acquainted with a very important spelling in the roots.
Try to formulate the theme of our lesson. (Letters O-A in the roots - RAST-ROS-)
What are the objectives of the lesson: (learn how to write the letters A-O correctly in roots-rast-ros-).
How are we going to do this? (We will read and analyze)
-What method did we use in cases where we could not explain any spelling? (Usually we used the observation method).
Let's look at the spelling of the words in this table.
- Now we need to find out in which case in the roots -rast-, -rasch-, -ros- we will write the letter O, in which case the letter A.
- What course of action can be applied here?
Students' thoughts:
We see in the 1st column the roots -rast -. The letters ST are highlighted here. So, you need to write in the root -A- before ST. In the 2nd column, the roots -rasch-, the letter -Ш- is highlighted, which means that before -Щ- it is necessary to write in the root -А-. In the 3rd column, the letters are not highlighted, the root is written here-ros-.
Read spelling number 13 on page 35 and draw your own conclusions.
6 . Application of knowledge and methods of action
Make a step-by-step algorithm for writing the letters A-O in the roots -PAST-, -PASH-, -ROS-.
Students: Step 1: Read the word and see what the roots are. Step 2: see what letters are in the roots. Step 3: remember that before the letters ST you need to write A ;. before the letters Щ, you must also write A. 4. We must remember the exception words pO
stock, negA
sl.
- Let's read them again and remember them. Let's add these exception words: RO
stov, RO
stislav, rO
the seamstress and remember them.
We express our conclusion in a generalized form. Let's repeat the algorithm of actions together.
Work in pairs: we pronounce the exception words to each other in turn.
7. Primary check of understanding of the studied
Explain the condition for choosing vowels A- O-in the roots with alternation:
Grows, grew, thickets, plant, algae. (Student explanation)
8. The stage of consolidating new knowledge and methods of action
Explain with the help of an algorithm how to choose the right letter. After completing the work, carry out a cross-check. When mutually checking, use the standard, i.e. spelling number 13.
Write down the words, insert the letter O or A, explain your choice: Beautiful p-stenia, young age, small p-drain, roses open up, R-stislav boy, growing cherries, sea waters - sli, the city of R-stov.
9. Application of knowledge and methods of action.
What is the next step for our cognitive activity? (It is necessary to consolidate knowledge of the rule and the ability to apply it in practice).
Organization of independent implementation by students typical tasks to a new mode of action.
-Organization of correlating work with a standard for self-examination (in the case when students begin to master the procedure for competent self-control, it is possible to correlate work with a detailed sample).
Performing exercise No. 453. Write down in 2 columns words with roots 1) -rast- and rasch, 2) grew. Indicate the studied spelling. After finishing work, perform a self-check according to the spelling standard No. 13.
10. Generalization and systematization.
Repetition educational material: standard spelling No. 13.
In which row in all words is the same letter missing?After completing the work, perform a mutual check according to the spelling standard No. 13.
A. 1. Sub-become, exposition.
2.Zar - sli, adj - gat.
3. Assumption, hydrogen - sli.
IN. Read the text on the screen. Title the text. (Red book of r-sten).
Insert the letters and explain their spelling. Write down the words with the missing letters.
How delightful we are with the beauty and fragrance of wild flowers. But often greedy hands are drawn (?) to them and mercilessly tear them. These beautiful flowers and medicinal r(?)stenias can forever and(?) disappear. Many of them are listed in the "Red Book of r (?) Sten"
11.Reflection of educational activity.
- What is the essence of spelling vowels in the roots with alternation -RAST-, RASH-, -ROS-.
Have we achieved our goal?
What remains unclear and to whom?
! ! !
I learned to check the vowel in the root -RAST-, RASH-, -ROS- and I can explain the topic to a friend, I will say to myself: “Well done!”
12. Control and self-control of knowledge and methods of action
- Everyone answer the questiondid you learn everything well, did you succeed.
13. Summing up the lesson
What topic are we working on today?
- Let's remember what research we did today?
- Have you answered all the questions?
14. Homework
(three levels of homework)
- Remember how you worked today in the lesson, whether you learned everything well, whether you succeeded. Whoever succeeded, take task number 3, who did not succeed - task number 2, who did not understand the topic of the lesson - task number 1.
1. Standard minimum - exercise 455: insert the missing letters.
2. Increased exercise 456: dictation; mark roots with alternating vowels.
3.Creative: come up with a fairy tale about the kingdom of roots -RAST- and -ROS-.
-15. Grades for the lesson.
Thank you all very much for your work.
MOU Saraninskaya secondary school
Russian language lesson in grade 5
using ICT
on the topic " Spelling roots rast / rasch / grew.
Type of lesson: learning a new topic.
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.
I. Organizational stage.
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.
What morphemes are spellings?
- Tell the rule for spelling the roots of lag / lodges.
III. Exploring a new topic.
Today we will continue our acquaintance with the most important morpheme of the word - the root.
The topic of our lesson Spelling roots rast / rasch / ros ". Think about the problem we are facing.
As always, Princess Spelling, who lives in the country of Linguistics, is in a hurry to help us. The princess invites us on a difficult journey of discovery, during which we will be able to uncover one of the many secrets of the Russian language.
Well, do you agree to become pioneers?
So, Spelling gave us an encrypted letter. If we manage to unravel it, then the secret of alternating vowels in the roots rast / rasch / ros will be revealed to us. Here is the letter. Let's consider it carefully:
RA ST and vyra SCH for ROS Lee No. 13
Exceptions: branch, sprout
Questions and tasks for students:
What morpheme is the spelling in?
What vowels are written in roots?
- Pick up words with such roots (written on the board).
- Who guessed in which case the vowel a is written, in which - o?
How can we check if we have deciphered the letter correctly?
We open textbooks and read the rule on page 178.
The table on the rule is hung out.
- What can be the conclusion?
IV . Identifying the purpose of the lesson.
We are familiar with the rule.
What is the problem we are facing now?
What goal should we achieve in the lesson?
v. Training exercises.
1. Teamwork.
Each student goes to the blackboard, writes down a word under the dictation of the teacher, selects the spelling according to the model in the table and explains the spelling of the vowel in the root: plant, grown, grows, branch, growing, grown, grew, grow, thickets, growth, overgrown, grown, overgrow, fusion, will sprout.
Conclusion: what determines the spelling of alternating vowels o-a in the roots of words?
2. Exercise 437 on your own.
Checking with signal cards.
Conclusion: what rule did you use when performing the exercise?
3. The exercise is performed on the computer. Princess Spelling offers us this task: insert the desired version of the root, highlight the alternating vowel.
Trees quickly you. if.
Vz. yonny flower.
Children for the summer under. whether.
Under. there is fresh grass.
You are in the rose greenhouse.
Small green...ok.
(Checked by the teacher after the lesson or during the test work)
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
Spelling of the roots -lag-, -loose-, rast-, -rasch-, -ros-
Ministry of Education and Science of the Republic of Kazakhstan
KSU School - Gymnasium No. 103
In Russian
"Spelling of alternating vowels O-A
teacher of Russian language and literature
school-gymnasium No. 103
Open lesson in Russian in the 5th grade
Theme of the lesson: "Spelling of alternating vowels a-o in the roots -lag-, -loose-,-rast-(-rasch-), -ros-"
1. Introduce students to the spelling of alternating vowels A / / O in the roots -lag- -loose-rast- (- rasch-) -ros-;
2. To form the ability to reason when choosing an alternating vowel in the root
3. Be able to correctly write words with the specified spelling.
Before the start of the lesson, students are divided into two groups, in each group a coordinator is selected.
Students are graded after completing each task in the form of a chamomile petal: 5 - red, 4 - yellow, 3 - green. At the end of the lesson, the results are summarized. What color is more, the team receives that rating.
Introduction by the teacher.
Vocabulary - spelling work: "Guess the word"
In ... t ... wounds, in ... trine, those ... itoria, mi ... ion, hello ... tvuyte, in ... n ... warm, profession ... ia, r ... masha, p ... stukh.
2. Insert missing letters, explain spelling.
How are words divided into two columns?
3. Working with the table
Guys, what types of roots with an unstressed vowel do you know. Fill the table.
Write a sentence and find the main members of the sentence
The tourist camp was located in a beautiful forest.
Find in the sentence a word with an alternating vowel (located)
Disassemble the word located by composition
Change the word so that the root is -false- (located)
What are we going to talk about in class today?
4. Watching: what does writing depend on? group work )
Offer - offer grow - grow
Term - add up a plant - charge if
Adjective - application to express - grew
The students and the teacher formulate the rule.
After that, the coordinators of each group move to another group and explain the rule.
5. Application. Formation of skills and abilities.
(Work is carried out in groups)
Insert missing letters, explain spelling.
Rewrite the text. Insert missing letters, explain spelling.
Years to a hundred r ... sti us without old age. 2. Shadows l ... lived along a dusty road. 3. Before going to bed, he goes to brush his teeth. 4. Porters offered their services to passengers. 5. Vyr…sla I am, sticky, thin and flexible. 6. In gardens and orchards, cultivated plants ... grow. 7. Express your thoughts clearly and distinctly.
1. Tell us about the spelling of unstressed vowels at the root of a word. What groups are divided into?
2. Tell us about the spelling of unstressed checked vowels at the root of the word.
3. Tell us about the spelling of unstressed unchecked vowels at the root of the word.
4. Tell us about the spelling of unstressed alternating vowels at the root of the word:
- Spelling LAG - FALSE.
- Spelling RAST - RASH - ROS.
Giving ratings to teams.
7. Stage of reflection
Guys, and now I will ask you to create a “chamomile of mood”. If you are in a great mood and you really liked the lesson, then attach green petal, if the mood has not changed during this time, then attach blue petal, if the mood got worse, then red, and if you find it difficult then white.
Thank you for the lesson.
This development has been prepared taking into account the age characteristics of children. Tasks are selected in such a way that the teacher only guides his students. Students independently conduct research work, make up a concept - a map according to this orthogram. All this contributes to the development of students critical thinking, mutual assessment, self-assessment in mutual learning.
- Dorofeychik Oksana Ivanovna
- 17.05.2015
- 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.
- Laptop.
- Multimedia projector.
- Microsoft PowerPoint presentation ( Annex 1)
- Textbook “Russian language grade 5” T.A. Ladyzhenskaya and others.
- Individual cards with multi-level task.
- 1 group students performs independent work on a card according to words from homework: write 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.
Material number: 286302
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The letters "O and A" in the roots with the alternation -rast-, -rasch-, -ros-
Goals and objectives:
Equipment:
During the classes
1. Organizational moment.
- The snow will melt soon, 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 we leave, let’s check if we have done everything at home.
Homework is checked at various levels.
Then a joint check is carried out.
Oral survey:
What spelling did you work on?
- What determines the spelling of vowels in the roots -lag-, -lozh-? 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)
What roots are found in this word?
Insert the letters and explain their spelling (on the interactive whiteboard).
- Make up and write a sentence with this word.
(In clear water, you can see thickets of algae.)
What grows along the banks of the river? (slide 3)
- Pay attention to how the word is spelled. cattail. Explain the spelling of the word reeds.
(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 shore? (slide 4)
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 the missing letters and commas, explain the spelling.
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)
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.
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 have 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?
xn--i1abbnckbmcl9fb.xn--p1ai
Lesson topic: Spelling roots rast, rasch, ros
Lesson topic: Spelling of the roots RAST, RASH, ROS
Purpose: 1. the formation of the spelling skill of the roots -rast, - rosch, -ros
2. development of research competence of students;
3. education careful attitude to nature;
- Today in the lesson we will continue to work on the spelling of roots with the alternation of vowels O - A. Let's try to determine the topic of the lesson together.
Look at the screen and say what they mean question marks on the diagram?
(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?
2. Read the text expressively:
All the attractiveness of the earth lies in the animal and flora. Fresh grass on the lawns, a poplar tree under the window, a flock of jackdaws climbing from 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 guarantee of mutual joy of nature and man.
— Determine the topic of the text. Title the text. During the lesson we will refer to the text.
3. - And now, using punch cards, write out words with unstressed vowels from the text, distributing them into 3 columns
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. Grammar. Speech.
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.
Project "Spelling of roots with alternation of vowels O-A in the root"
1. We have prepared a research project "Spelling of roots with vowel alternation O - A in the root."
2. The creative name of the project is "Roots of Life".
3. The purpose of our project is to learn how to correctly write the roots -RAST-, -RASCH-, -ROS-, in which the vowels O-A alternate.
4. 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 spelling is commanded by the consonants ST and Щ, then A is written in the root.
- If the consonants ST and Щ are absent in the root, then O is written.
5. We know that roots with vowel alternation O-A can be commanded by:
- Suffix A (roots KOS-KAS, LAG-LOZH)
- Emphasis (roots ZOR-ZAR, GOR-GAR)
- Meaning (roots ROOVN-RAVN, MAK-MOK)
- Did not complete the task - 15% or 3 people out of 28
- Completed the task with 1 mistake - 42% or 11 people
- Completed the task without errors - 53% or 14 people
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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.
6. We know about such a linguistic phenomenon as the alternation of consonants. The combination CT alternates with SH. The proof of this position is presented on the screen:
So, in the root RASCH, as in the root RAST, it is written A.
7. To find out if all our classmates can distinguish the RAST root from the RAS prefix and the root starting with the letter T, we selected examples, wrote them down, printed out cards for each student and asked them to distribute the words in two columns.
In the diagram you can see how you coped with the task:
8. 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.
9. The results of our study was the creation business card roots. We give it to each of those present at the lesson, as a reminder, a hint.
In addition, a scientific and practical conference will be held at the school, where we will present our project.
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. Here is a crossword puzzle. Insert the missing letters into the words of the crossword puzzle
lib2.podelise.com
Lesson: The spelling of the letters a, o at the root is growing, - growing, - growing.
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Prepared and hosted:
DOSH I - III steps No. 88
Subject : Spelling letters a, o at the root - growing, - growing, - growing.
Goals: introduce the conditions for choosing the letters a-o in the roots; to form the ability to find and highlight spellings with alternating a-o; develop memory skills research activities to cultivate interest in the Russian language
Lesson type: lesson learning new material
I am glad to our new meeting,
I'm interested in you guys!
Your answers are interesting.
I listen with pleasure.
We will watch today
Draw conclusions and reason.
And so that the lesson goes to everyone for the future,
Get active, my friend!
2.Updating basic knowledge
- What is the name of the system of rules that establish uniform ways of transmitting speech in writing? (Spelling)
- What is a spelling? (Writing a word according to spelling rules)
What spelling did we learn in the last lesson? (Spelling of letters a, o in the roots -cas-, -kos-; -lag-, -log-)
When to write a letter A, and when O? (at the root with alternation -cas-, -kos-; -lag-, -log- in an unstressed position is written A , if after the root there is a suffix a, and O if there is no suffix)
2.2 Checking homework
Two students hand in notebooks for verification, the rest are checked together with the class “in a chain”
A) Exercise 252 (p. 142)
What rule helped us to do this exercise correctly? (spelling ь and ъ)
- When to put b, and when b? (ъ put before e, yo, yu, i after prefixes that end in a consonant; ь is written after consonants, before vowels e, yo, yu, i in other cases)
Exercise : write off the phrase, inserting the appropriate word in meaning. In the inserted words, highlight the root, explain the spelling of the roots.
Paste where needed b or b. Graphically explain the use b
Announce ... announce new ... to the magazine; submit ... to submit to written ... .. serious requirements; time… to clear up mistakes at…. numbers; under… go to…. detachment.
Reference words: addition, application, location, presentation
Announce (set b console about- ends in a consonant b before e, e, yu, i, root -I'm in-)about the new app(root - lie-) to the journal; present (prefix pre- ends in a consonant d before e, yo, yu, i put b) to a written statement (root -false-) serious (set b, prerd e, yo, yu, i because to be at the root of the word seriously-) requirements; explain (set b because console once- ends with acc. before e, yo, yu, i) addition errors (root -false-); drive up (set b; console under- ends in a consonant before e, yo, yu, i) to location(root -false-) detachment
B) exercise 256
Write off phrases by inserting missing letters, graphically explain your choice
Izl O live (-false-) the essence of the matter, this is not for you A saetsya(-cas-), sl O zhi (-false-) two numbers, k O fell asleep (-kos-) interesting topic, point to A sleigh (-cas-), howl O lived (-lie-) products from the bag, hall O lived (-false-) property, the sum of two sl A played (-lag-), floor O zhi (-lie-) books in place, not the floor A get out (-lag-) in case, easy prik O dream(-kos-), not prik A sai (-kas-) to other people's things, to A to touch (-cas-) the ground with your feet, point of contact O warp(-kos-)
Write down the number, cool work, leave one line blank to write the topic of the lesson, we will write it down a little later. Two students do the work at the blackboard, the rest in their notebooks.
Exercise: write down words, highlight the studied spelling
Assume ... guess, must ... live, serve ... statement, statement ... statement, to ... dream, state ... guess, sl... to live, to lie ... to walk, to settle down ... to live, to touch ... to, to ... sanation, adjective.
- Exchange notebooks, take red paste and let's check together. (One student comments per grade.)
3. Studying new material
3.1 Announcement of the topic and objectives of the lesson
— Today we continue our journey to the country of Spelling and get acquainted with a new spelling. Look at the topic of our lesson, (the teacher attaches it to the board, written on a separate sheet) write it down in your notebooks.
What do you think is the purpose of our lesson? (get acquainted with the spelling, use it correctly in writing)
3.2 Brainstorming (research work )
The words are written on the board: grow, plant, grow, grown, grown, thickets.
- Write down these words and highlight the roots in them
- What are these words? (single root)
— What phenomenon do we observe in these roots? (alternation of consonants st / w / s)
- Try to formulate a spelling rule vowels a-o in the roots rast, rosch, grew
- Let's check our answers with the textbook. (p. 144 one student reads aloud)
3.3 Words are exceptions
usurer V Rostov lived
He sprout bought myself
Somewhere in the market.
3.4 Lexical work
A) Working with an explanatory dictionary
Industry - a separate area of activity of science, production
Sprout - 1) the stem of a plant at the very beginning of its development from a seed, rhizome, tuber; 2) a piece of branch with buds for planting; 3) (transfer.zn.) manifestation of the beginning development of something
A usurer is a person who lends money on interest. Borrowed at high interest
B) Work in pairs
Compose and write down with words - exceptions of the sentence.
4. Consolidation of what has been learned.
4.1 Working with the textbook.
A) p.145 ex.262. One student at the blackboard, the rest in notebooks. The first three notebooks for evaluation.
4.2. Orthoepic minute
The teacher reads, the students repeat. The best pronunciation is rated. Group work.
She grew up - she grew a tail, she wore a dark dress. She grew up - she became green, she exchanged her tail for oars.
The sprouts grew, grew, but the sprouts did not grow with growth.
4.3. Distributive dictation.
On the board in ovals are written the roots of rast-, ros-, rasch-
Task: decorate the oval with petals to make bright and beautiful flowers.
The words are written on the petals: (on each - one word). Students one at a time (optional or pass the baton to a friend) choose a ray with a word (on the teacher's table) and attach it to the oval.
R ... stenia, vyr ... sli, splinter ... becomes, r ... growing, dr ... sli, dor ... sti, zar ... sli, r ... stock, perer ... sli, grown, R ... stov.
5. The result of the lesson. Reflection.
What spelling did we meet?
- When do you need to write the letter a, and when does the letter o grow, grow, grow in the roots?
- What words - exceptions do you know?
— Today we were the most active…, there were some difficulties…, you need to be careful….
- Where did the difficulties arise?
6. Homework
P.37, learn.control.rule.263. write the text by inserting the missing letters. (for grade 3) Write down the words with missing unstressed vowels in the root in two columns: 1- with stress being checked; 2 - with alternating (on 4 and 5) .Additional task (optional): compose a vocabulary dictation, which we will conduct in the next lesson, on the spelling of the root -rast-, -rasch-, -ros-, -bir-, ber-, - kas-, - kos- (15 words, do not forget about the words - exceptions)