Root as part of related words. Root of the word
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Molchanova Natalya Nikolaevna primary school teacher
Russian language lesson in 2nd grade
(textbook Ramzaeva T.G. )
Subject:Root as a common part of related words.
Goals: Create conditions for the formation of the concept of the root and the compilation of an algorithm for finding it.
Tasks:
Educational:
- give the concept of related words, the meaning of a word in a group of related
Learn to identify the root;
Educational:
Develop the ability to find a test word from a group of related words;
Develop speech, replenish vocabulary;
Develop spelling vigilance, attention, thinking;
Educators:
Cultivate a sense of responsibility for their work, a sense of mutual assistance;
Cultivate accuracy, diligence.
Equipment:
Handout:
Task for each group
Three levels of cards
birch drawing
Birch leaves in yellow, red and green
Projector, computer
Microsoft Power Point Presentation
Organization of educational activities: individual, frontal, work in groups.
Explanatory note
This is the first lesson on this topic. In the 2nd grade, 9 hours are allotted for this topic.
The lesson begins with an emotional mood. A minute of calligraphy allows you to develop the volume and distribution of attention, observation, concentration, analytical and synthetic thinking. Thus, along with the improvement of the graphic skill, knowledge on the topics of the Russian language being studied is deepened.
In dictionary and spelling work, children, naming the essential features of an object, determine its lexical meaning themselves. My addition increases interest in the word, and therefore in the language as a whole, deepens and expands children's knowledge about the world around them, helps to better memorize the meaning of the word and its spelling, and, of course, prevents academic failure.
At the stage of studying new material, the search method is used in part.
Together we selected related words, comparing their lexical meaning and spelling. Children remembered the concept of "related words". The new concept of "root"
children "extracted" by working independently with a textbook.
Consolidation takes place in the form of group work, where children need to exclude a word, based on two signs of related words.
Independent work is carried out in a differentiated way. The students were given cards of three levels.
I tried to lead all stages of the lesson to the disclosure of the topic, as a result of which the children mastered the concept of related words well, learned to isolate the root according to the main features.
During the classes:
1. Emotional mood
Guys, today at the lesson we have serious work to do. Let's positively set ourselves up for the lesson, smile at each other, wish success.
2. A moment of calligraphy
On the desk: raccoon, mesh, hedgehog, birch(slide 2)
Read the words.
Today, at a minute of calligraphy, we will write a letter that is in all these words. Determine what letter it is. (e)
What two groups can she divide these words into?
(in words mesh, birch letter e denotes the sound [ e ] this is 1 group,
in words raccoon, hedgehog letter e denotes two sounds [th] and [e])
her(slide 3, 4)
- Write down.
Determine the pattern of the sequence of letters in the second row:
era erb erv er…(slide 5)
( lowercase letter e and lowercase R alternate with consecutive letters of the alphabet)
Write the proposed series of letters in the specified sequence to the end of the line.
3. Vocabulary - spelling work
Which of these words with an unchecked unstressed vowel have we met before?
What letter do we need to remember?
Name the essential features of a birch tree.
(deciduous tree with white bark and heart-shaped leaves)
Birch in Russia is the most beloved tree. In ancient times, the New Year began with a festive ceremony not at the Christmas tree, but at the birch. Birch New Year lasted until 1343. There are many songs and poems about birch.
Write down the word birch, underline the unstressed vowel, stress (slide 6)
And how would you affectionately call a birch?
(birch, birch)
What is the name of the mushroom that grows under a birch?
(boletus)
What is the name of the forest in which only birches grow?
(birch)
Compare these words by meaning.
(close in meaning)
Compare these words by spelling.
(common part - birches)
Statement of the learning task
- Guys, who remembers the names of words that have a common part and a common meaning?
- And maybe someone knows what this common part of related words is called?
- What do you think we will do in class?
- What would you like to learn? (slide 7)
- Where can you find out about this? (at the teacher, in the textbook, ...)
- Let's start with the textbook.
Formation of new knowledge
Read the rule in the textbook on p.43 (Ramzaeva T.G.)
What words are related? (slide 8)
a common part
What is the name of the common part of related words?
general meaning
What is another word for related words?
one-root
Graphically, the root is highlighted with an arc (display)
Let's find and isolate the root in the words of our chain of related words.
Birch, birch, birch, boletus, birch.(slide 9)
What needs to be done to determine the root in a word?
An algorithm is being compiled: (slide 10)
1. Determine the meaning of the word.
2. Pick up related words.
3. Find a common part - the root.
6. Physical education
There is a birch on the hill
Keeps straight, straight back.
It's not easy for her to live in the world -
The wind turns, the wind turns.
But the birch only bends,
Not sad - laughing.
Free wind blows menacingly
On a young birch.
The wind began to subside.
And we calmed down!
7. Fixing. Group work. (slide 11)
Read the chain of words. Find the excess. Highlight the root in single-root words.
hour, hour, watchmaker, part
Nose, porter, spout, nosed.
Frosty, cold, frost, freeze.
Water, water, water, lead.
Brave, courageous, bold, daredevil.
Mote, rubbish, plucked, littered.
Examination (slide 12)
What did you observe in this task?
Name two signs of single-root words.
Exercise to relieve tension from the eyes (slide 13)
Independent work
Individual differentiated tasks on cards of three levels.
Ilevel Think like this:
Write down the words. Pick a common part“The words bread and breadbasket have the same
(root). root is bread. They have a common meaning:
bread box -
This is the container in which the bread is stored. So
Bread is a breadbasket, a hand is a mitten, the words bread and breadbasket have the same root.
flowers - a flower garden, light - a lamp.
IIlevel
Find a group of words with the same root. Write them down on a line. Highlight the root.
We built a birdhouse
For a cheerful starling.
We hung a birdhouse
Right next to the porch.
The whole family of four
Lives in Tom's house:
Mother, father and starlings -
Black feathers.
Feeds mother squealing,
All day the starlings cry:
We want a supplement
A fly and a goat!
IIIlevel
From this series, write out the single-root words in pairs: verification - verifiable.
Select their root. Insert the missing letters.
D ... brota, t ... snot, l ... chit, n ... tna, d ... bry, l ... chenie, t ... sny, n ... stony.
Sample: blue - blue.
Outcome
- What topic were we working on?
- What have you learned?
- List two related words.
- What is another word for related words?
Reflection
(slide 14)
Let's dress up our birch, it will be our "Tree of Success" today.
A green leaf is hung by those who understood everything in the lesson, a yellow leaf - by those who still have questions on this topic, a red leaf - who was not interested in the lesson and did not understand anything.
Make a chain of related words with the root forest.
Make a sentence with one of the words.
Words with the same root are called single-root. For example, the words teach, student, teacher, study, educational, scientist, learn, study, learn contain the same root -uch- and therefore are of the same root.
The words bush, bush, bush, bush, bush - have the same root, since they contain the same root bush - and denote objects, signs or actions related to the bush. Words with the same root make up a word-formation nest. Nests can be large or small. So, a nest with a root -uch- is significantly larger than a nest with a root -bush-.
Rule To find a root in a word, you need to compare several related words in meaning and highlight the common part in them.
the root is the only obligatory part of the word. There are no words without a root, while there are a significant number of words without prefixes, suffixes (stol) and without endings
To check an unstressed vowel at the root of a word: You need to choose a single-root word so that the vowel is stressed Examples: Ramp up - take off - E M ... l ... doy - young, young - Oh Oh Amazing - marvelous - And M ... rskoy - sea - O
Words to be checked Fur… Red… vye Pleasure… M… t… t… leno Red… sata D… woody Test words Fur Crooked Wonder Chalk Greens More beautiful Wood
Unchecked vowels in the root In Russian, there are words whose spelling must be looked up in dictionaries or memorized. Words with unchecked vowels are dictionary words. Example: pencil, cow.
MBOU "Pervomaiskaya Secondary School No. 2"
Biysk district of the Altai Territory
Lesson topic:
Root as a common part of related words
Grade 2 (1-4)
EMC "Perspective Primary School"
(Textbook: N.A. Churakova "Russian language. Grade 2")
primary school teacher
Read the words.
Today, at a minute of calligraphy, we will write a letter that is in all these words. Determine what letter it is.
What two groups can she divide these words into? (slide 3)
her (slide 4, 5)
- Write down.
Determine the pattern of the sequence of letters in the second row:era erb erv er… (slide 6)
Write the proposed series of letters in the specified sequence to the end of the line.
Which of these words with an unchecked unstressed vowel have we met before?
What letter do we need to remember?
Why?
Name the essential features of a birch tree.
Birch in Russia is the most beloved tree. In ancient times, the New Year began with a festive ceremony not at the Christmas tree, but at the birch. Birch New Year lasted until 1343. There are many songs and poems about birch.
Write down the word birch, underline the unstressed vowel, stress(slide 7)
And how would you affectionately call a birch?
What is the name of the mushroom that grows under a birch?
What is the name of the forest in which only birches grow?
Compare these words by meaning.
Compare these words by spelling.
letter e
in wordsmesh, birch lettere denotes the sound [ e ] this is 1 group,
in wordsraccoon, hedgehog lettere denotes two sounds [y '] and [e]
lowercase lettere and lowercaseR alternate with consecutive letters of the alphabet
Birch
deciduous tree with white bark and heart-shaped leaves
birch, birch
boletus
birch forest
close in meaning
common part - birches
Regulatory:
express your opinion;
Communicative:
Cognitive:
formation of the ability to use the logical operations of comparison, analysis, generalization, classification, establishing analogies, referring to known concepts.
3. Statement of the educational task
Target: organize communicative interaction, during which the topic of the lesson is determined and formulatedgoalslesson
- Guys, who remembers the names of words that have a common part and a common meaning?
- Or maybe someone knows what this common part of related words is called?
- What do you think we will do in class?
What will be the topic of the lesson?
Read the topic of the lesson in the table of contents, open the desired page.
What is the purpose of our lesson?
Let's plan our activities in the lesson:
- Where can you find out about this?
Let's start with the textbook.
Open the textbook. Determine the topic of the lesson. Set a learning goal for yourself.
We plan activities in the classroom.
The teacher, in the textbook, ...
Regulatory:
setting a learning task based on the correlation of what is already known and learned by students and what is not yet known;
Cognitive:
mastering the ability to accept and maintain the educational goal and objectives;
Communicative:
formation of the ability to cooperate with the teacher and peers in solving educational problems.
4. Construction of a project for getting out of difficulty
Target:
Development of the ability to extract information necessary for the discovery of new knowledge;
- organization of a dialogue that makes it possible to identify connections between the studied and new knowledge, the discovery of new facets in what is already known.
Working with the textbook .
Read the rule in the textbook on
with. 96 (Churakova N.A.)(
(slide 9)
What is the name of the common part of related words?
What is another word for related words?
Graphically, the root is highlighted with an arc (display)
Let's find and isolate the root in the words of our chain of related words.
Birch, birch, birch, boletus, birch. (slide 10)
What needs to be done to determine the root in a word?
Ex. 68 p. 96 (
What words will be related?
What words were "extra"?
The student reads the rule
Root
One-root
Answer
Regulatory:
plan their own activities in accordance with the task and look for means of its implementation;
Cognitive:
search and selection of the necessary information, application of information retrieval methods, including with the help of computer tools;
Communicative:
formation of the ability to cooperate with the teacher and peers in solving educational problems;
5. Implementation of the constructed project
Target:planning actions in accordance with the task and the conditions for its implementation.
How to determine if words are related? Let's make an algorithm.
An algorithm is being compiled: (slide 11)
1. Determine the meaning of the word.
2. Pick up related words.
3. Find a common part - the root.
Work according to the plan
Regulatory :
Cognitive:
creation of an activity algorithm, conscious construction of a speech statement.
Communicative :
formation of the ability to cooperate with the teacher and peers in solving educational problems;
6.Fizminutka
Purpose: restoration of physical and spiritual strength,remove dynamic fatigue, restore working capacity.
eye exercise
If I read a couple of related words, you clap your hands. If I name a couple of words that are not related, you tilt to the right, to the left. Try to count how many pairs of related words were named.
Forest - forester, river - raft, wall - nail, cat - cat, garden - garden, lunch - table, house - home, house - smoke, mushroom - mushroom.(slide 12)
Children doing exercises
Regulatory :
the formation of the ability to control and evaluate their actions
7. Primary consolidation of educational material
Group work on laptops.
Purpose: to develop the ability to work in a group according to specified criteria.
The task will be performed according to the algorithm on laptops in groups.
Instruction:
You need to choose one of the proposed options. If the background of the word turns red, then you made a mistake, if it turns green, then the answer is correct.
What did you observe in this task?
Name two signs of single-root words.
Repetition of the rules of work in the group.
Repetition of the rules for working on laptops.
Work in groups on laptops according to ESM training simulator "Single-root words"
Children perform, the teacher controls.
Regulatory :
make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the mistakes made, express your assumption.
Communicative :
take responsibility for the results of their actions;
cognitive :
mastering the ability to single-root words and highlight the root of the word;
selection of the necessary information, application of information retrieval methods, including with the help of computer tools;
Inclusion of new knowledge in the system
Independent work
Individual differentiated tasksAppendix 1
Doing independent work
Regulatory:
formation of the ability to control and evaluate their actions, take responsibility, show initiative and independence;
Personal :
awareness of the learning action algorithm;
8. The result of the lesson.
Target:to fix the new skills acquired in the lesson.
- What topic were we working on?
What is the purpose of the lesson?
Have we achieved it?
- List two related words.
- What is another word for related words?
Repeat the algorithm.
What was interesting?
Why do we need to know these rules?
In the margins, put yourself a grade for the lesson.
(slide 13)
Answer
Evaluate their work in the lesson, their knowledge on the topic
Personal:
Regulatory:
the formation of the ability to control and evaluate their actions, to take responsibilityCommunicative:
observe the partner's actions, find inaccuracies and correct them.
9. Reflection.
Purpose: to organize reflection and self-evaluation for students of their own activities.
D/Z
Let's dress up our birch, today it will be our "Tree of Success"
A green leaf is attached by those who understood everything in the lesson, a yellow leaf - by those who still have questions on this topic, a red leaf - who was not interested in the lesson and did not understand anything.
uch. with. 96 ex. 69
Personal:
the ability to self-assessment based on the criterion of the success of educational activities.
Literature:
Bakulina G.A. Intellectual development of younger schoolchildren in Russian language lessons. Moscow: Vlados, 1999
Undzenkova A., Sagirova O. Russian with passion. Yekaterinburg, 2003
Churakova N.A. Russian language. Grade 2, part 1, Moscow, Academbook / Textbook, 2012
Appendix 1
I level Think like this:
Write down the words. Pick a common part “The words bread and breadbasket have the same
(root). root is bread. They have a common meaning:
bread box -
This is the container in which the bread is stored. So
Bread is a breadbasket, a hand is a mitten, the words bread and breadbasket have the same root.
flowers - a flower garden, light - a lamp.
II level
Find a group of words with the same root. Write them down on a line. Highlight the root.
We built a birdhouse
For a cheerful starling.
We hung a birdhouse
Right next to the porch.
The whole family of four
Lives in Tom's house:
Mother, father and starlings -
Black feathers.
Feeds mother squealing,
All day the starlings cry:
We want a supplement
A fly and a goat!
III level
From this series, write out the single-root words in pairs: verification - verifiable.
Select their root. Insert the missing letters.
D ... brota, t ... snot, l ... chit, n ... tna, d ... bry, l ... chenie, t ... sny, n ... stony.
Sample: blue - blue.
Annex 2
Russian language lesson,
Subject: The root is the common part of related words.
Lesson type: learning lesson.
Class - 2 "B"
Target:
find related words according to their characteristics, an exercise in a single spelling of the root of related words.
Tasks of the teacher:to form new methods of action, to teach work according to a plan, an algorithm;develop the emotional sphere, creative thinking; connect with the child's life experience.
Planned results:
subject:
finding related words by their characteristics, acting according to the algorithm, mastering the "secret of the roots".
personal:
- manifestation of educational and cognitive interest in educational material.
Universal learning activities:
regulatory
- determining the purpose of the activity in the lesson with the help of the teacher;
- ability to work according to the plan proposed by the teacher;
cognitive
- drawing up an algorithm under the guidance of a teacher;
communicative
development of speech, instilling love for the Russian language.
Technology use:problem-dialogical technology
Form of organization of educational work:frontal, group, individual.
Technological map of the Russian language lesson
on the topic: "The root is the common part of related words"
Stage | Teacher activity | Student activities | Formed UUD |
organizational stage. | Greetings. Let's check the readiness. | Welcome teachers. | Communicative:interact with the teacher during the greeting Regulatory: |
Knowledge update | Work in a notebook.
Read the word. I propose to explore this word. What questions, tasks can you come up with for this word? Example: How many letters, syllables, consonants, vowels. Compiling an offer. Choose related words for the word table . What is the common part in these words? The common part of related words is called the root. Extraction of the root. Example: table, st.lovaya, st.k, st.leshnitsa. | Students write the number in their notebooks, class work. Write down the word table , capital letter WITH. Students work with words table . Discuss, write. children's assumptions. | Communicative:Listen to the interlocutor; Build statements that are understandable to the interlocutor Cognitive: Highlight essential information. Regulatory: Accept and save the learning goal and task; Supplement, clarify the opinions expressed on the merits of the task. |
Statement of the learning task | You and I still have unresolved spellings. Solve these spelling problems. Why are the results different? What do we not know yet? Or: what else do you need to practice? What do you think the topic of the lesson is? Root. What tasks will we set for ourselves? PHYSMINUTKA (finger gymnastics) | Students insert letters into the boxes. They check. | Regulatory: Be able to listen in accordance with the target setting; Accept and save the learning goal and task; Supplement, clarify the opinions expressed on the merits of the assignment Cognitive: Make assumptions about the proposed topic of the lesson; Listen to teachers; Answer the teacher's questions Communicative:Interact with the teacher during the setting of a learning task, carried out in the frontal mode |
Discovery of "new" knowledge | Work with the textbook. Group work. Exercise 29 Now you will work in groups. So, in each group we need to choose a leader. What is its role? Each group works with its own group of words. 1 group - mushroom group 2 - clap 3 group - a gift 4 group - white And the work plan is:
The teacher helps the groups to build a dialogue, leading them to a decisive hypothesis. Did you write the root of all related words the same way? Why? Formulate a rule. | Make sure that everyone expresses their opinion and work strictly according to the plan. Rule for finding related words. How many groups, so many rules Children work in groups and formulate a rule. Writing words. Extraction of roots. | Regulatory: Supplement, clarify the opinions expressed on the merits of the assignment Communicative: Cognitive: |
Primary fastening | Let's compare our rules with the rules of the textbook. Have we done everything right? Page 14, p. 17. Make an algorithm: how will you act if you need to find related words. Make an algorithm for writing the roots of related words. Fizminutka Problem situation for groups: to find "traps". 1 group - fish, ry P ka, fish, fisherman. 2 group - grass, tra f ka, grass, blade of grass. 3 group - house, yes bear, house, brownie. 4 group - oak, du p, oak. | Rules are spoken. Compare with the textbook, draw a conclusion. They express their options, discuss, write down words, highlight the root. | Regulatory: - - perform learning activities in a materialized, verbal or mental form; use speech to regulate their actions; Supplement, clarify the opinions expressed on the merits of the assignment Exercise mutual control. Communicative:Reflection of one's actions (full display of the subject content and conditions of the actions being carried out). Be able to formulate your own opinion and position. Cognitive: Consciously and voluntarily build a speech statement in oral form |
Reflection. | Did we manage to master the way of finding related words? How? What did you like about the lesson? | Give a verbal assessment. | Communicative: - Reflection of one's actions (full display of the subject content and conditions of the actions being carried out). |
Municipal educational institution
Krasnensky district Belgorod region
Materials for the municipal competition
"My Best Lesson"
"The root as a common part of related words"
Outline of the lesson of the Russian language
2 B class
Primary school teacher
municipal educational institution
"Novoukolovsk secondary school"
Aksenova Galina Valentinovna
2017
Technological map of the study of the topic
"Root as a common part of related words" Grade 2
consolidation of students' ideas about two signs of related words. (words that have a common part, and words that are close in meaning.)Tasks:
educational: formation of norms of moral and ethical behavior in various forms of work;
metasubject: development of the skill of working with a textbook; development of mental operations: analysis, synthesis, generalization; clarification and expansion of students' vocabulary when using terminology;
subject: expand students' knowledge of related words; learn to use different types of dictionaries;
create conditions for the successful consolidation of the studied material.
Planned result
Cognitive Skills:
- explain the distinctive features of related words and justify their opinion.
Regulatory Skills:
_ understand and maintain the learning task, plan their actions.
- perform the task in accordance with the rule.
Perform final control.
Communication skills:
- formulate clear statements using terms.
Allow for different points of view.
Control the actions of the partner.
Item Skills:
Know and be able to apply the general rule for writing the roots of related words.
To fix the idea of two signs of related words.
Learn to find related words.
Be able to solve problem situations.
Basic concepts
Concepts: related words;
root.
Intersubject communications
Russian language, literary reading.
Resources:
- basic
Textbook S.V. Ivanov, A.O. Evdokimova "Russian language" grade 2, part 1.
Presentation, video.
Space organization
Work frontal, individual, in pairs, in groups.
Doerlearner
Teacher activity
Educational and developmental tasks of each stage
Formed UUD
I stage . Organizing time
Purpose: 1) to motivate students to learning activities by creating an emotional environment;
2) determine the content of the lesson.
Check the readiness of the workplace, greet the teacher. Getting ready for work.
Sets children up for work, creates a friendly working atmosphere in the classroom.
I stage. Organizational
moment.
It's a new day. Today we are all together again. We are calm, kind and welcoming. We are all healthy. Take a deep breath and exhale. Exhale yesterday's resentment. Forget about her. Breathe in the freshness and beauty of the autumn morning, the warmth of the sun's rays. Take the hand of the one sitting next to you, feel the warmth of his hands. I wish you a good day.
Personal: self-determination;
Communicative:
educational planning
collaboration with teachers and
peers.
II stage. Knowledge update.
Target: update the knowledge of students;
form children's ideas about what they learn new in the lesson;
exercise invocabulary skills.
develop spellingvigilance;
- enrich vocabulary, develop speech.
work with information,
participate in the discussion of problematic issues, formulate their own opinion and argue it.
Organize frontal work on finding spelling,
create conditions for the repetition of signs of related words; include students
to discuss problematicquestions;
organize work with a dictionary.
II stage. Knowledge update.
Implementation in educational activities.
1. Calligraphy.
The bear found honey in the forest,
Little honey, a lot of bees.
Read the patter
tell your neighbor.
Who's ready to speak fast?...
What sound is repeated in the tongue twister? (mm*)
What is the letter in the letter? ("um"-Mm)
Recall the spelling of this letter.
slide 1. Calligraphy.
Look at the slide and continue the chain of letters.
Mm Mmm…(Mmmm Mmmm….)
2. Vocabulary work .
Where did the mushroom pickers put the mushrooms? (Basket)Slide 2.
How is this word pronounced and how is it spelled?
Where can I check the spelling of a word?
Open a spelling dictionary and look up this word.
Write it down on the next line.
Make up and write down a sentence with a new word.
3 . Formulation of the topic of the lesson and goal setting.
Read the words below the pictures.Slide 3.
Do these words have the same meaning? (the general meaning of words is the place where they live)
How are these houses different from each other? (In its size)
So, a house is ... a small house, and a house is ... a big house (each of these words has its own semantic meaning
The wordshouse, house andhouse Are these three forms of the same word?
What else unites them?
Does anyone know what this part of the word is called?
What are related words? (root)
Formulate the topic of the lesson. (The root as a common part of related words).slide 4
What goals will we set for ourselves?
- exercise , in what? ..... (in the ability to find related words, highlight the root);
-develop what? ... (spelling vigilance);
- enrich what? .. (vocabulary, develop speech ..).
Communicative:
educational planning
collaboration with teachers and
peers. Cognitive:
logical - analysis of objects in order to highlight features.
III
Carry out mutual control and provide necessary mutual assistance in cooperation Evaluate the correctness of the tasks.
Participate in problematic discussions
formulate your own opinion and justify it.
Organize front work;
provide
the control
for the implementation
tasks.
III . Actualization and generalization of knowledge.
Textbook work
Open Lesson #27
Exercise 1. Find and name the common part in groups of words.
Prove that the words are related.
Regulatory : control, evaluation, correction.
Communicative : partner behavior management - control, evaluation of the partner's actions.
cognitive : general education - the ability to structure knowledge, the choice of the most effective ways to solve problems, the ability to consciously and arbitrarily build a speech statement, reflection on the methods and conditions of action.
Fizkultminutka. Appendix 1.
Organize work in pairs and groups
provide
the control
for the implementation
tasks.
- Exercise 2 We read the assignment.
What will you do? (Find words with the same root. Write them out and mark the root.)
So what is at the core?
-(general value)
Let's compare our conclusion with the textbook rule p. 81.
How did you find the root?
(choose related words).
Did we do the right thing?
Exercise 3. We work in groups.
Write the pairs of words in this order:
Group 1 - related words;
Group 2 - forms of the same word.
I V stage.
Target -
To consolidate knowledge about related words and the root of the word;
Develop spelling vigilance, creative imagination;
Develop the ability to find related words;
Create conditions for the successful consolidation of the studied material.
Participate in practical work on finding related words.
To carry out mutual control and provide necessary mutual assistance in cooperation.
Assess the correctness of tasks.
Participate in the discussion of problematic issues, formulate your own opinion and argue it.
Organize practical independent work on finding and isolating the root in related words.
Organize work
provide
the control
for the implementation
tasks.
Enable students
to discuss problematicquestions.
I V stage.
Consolidation of the material covered
1.) Listen to a fairy tale"Tale about water" (video clip 1)
What are the roots of the story? (tree root and word root)
2.)-What is a root?
-(common part of related words)
3.) -For good work in the lesson - you have a game
"Russell Tenants" (video clip 2)
Regulatory:
Independent application of the studied knowledge
V . Homework
Recording homework in a diary.
At home, make up and write down groups of single-root words with the following roots:
var, food, cold.Slide 5.
Regulatory:
Working with a diary
VI . Summary of the lesson. Reflection of activity.
Target:
1) summarize the work done in the lesson; 2) form
personal responsibility for the results of their work.
Formulate the final result of their work in the lesson.
v. Summing up the lesson.
What were your goals at the beginning of the lesson?
(select related words, highlight the root)
Did you manage to solve them?
Where can we use this knowledge?
Reflection. slide 6.
Now continue with the sentences...
- I found out that…..
-I realized that……
- The more we know, the more...
Who is satisfied with their work in the classroom -
go to the blackboard (applause),
who worked well, stand up,
the rest to be a little more careful and everything will work out for you.
Communicative : the ability to express one's thoughts with sufficient completeness and accuracy.
Cognitive: reflection.
Personal: meaning formation.
Application form
for participation in the competition of professional skills of teachers "My best lesson" in the direction – elementary School for 2016/2017 academic year
1. Surname, name, patronymic of the author (in full)
Aksenova Galina Valentinovna
2. Year, month, birthday
April 30, 1976
3. Place of workMOU "Novoukolovsk secondary school"
Full address: zip code309875 villageNovoukolovo the streetSchool ,1
phone fax8-(47-262)-5-41-72 E-mail nukolovo @ inbox . en
4. Positionteacher
5. Pedagogical work experience23 years old
6. Subject taughtelementary grades
7. Lesson class___
2 B
__
Number of children in the class14
8. Author's home address (in full): index309584
v. Larisovka , Green street, 99
9. Full name head of an educational institutionKonishcheva Svetlana Alexandrovna
PARTICIPATION IN THE FINAL WE GUARANTEE.
Signature of the head of the educational institution
________________________________
M.P. Date of completion08.04.2017.
Explanatory note to the lesson
Aksenova Galina Valentinovna
Class2 B
Professionprimary school teacher
ThingRussian language
Lesson topicRoot as a common part of related words.
Lesson typeLesson of setting a learning problem
Class characteristic :
There are 14 students in Grade 2 B, 3 of them are incomplete, the rest are brought up in complete families, 8 families with many children. Basically, the psychological situation in the classroom is satisfactory. The level of team cohesion is somewhere around 80%.
The level of learning motivation is average. Two students can be classified as pedagogically neglected, 10 students have learning abilities and a desire to learn.
It was possible to involve all students for active participation in the preparation and conduct of an open lesson. Working in groups helped to involve all students in active work in the lesson. During the lesson, the microclimate in the classroom was friendly and comfortable.
Methodological goal of the lesson :
show colleagues the methodology for conducting a lesson on setting a learning task.
The lesson implies the presence of emotional feedback, communication with students, joint search for solutions to the tasks.
For the selection of material for the lesson, the determining factor was the requirement of the curriculum for the level of training of students (the level of preparedness of students in the class was taken into account)
Lesson structure is based on a combination of the following stages: organizational, goal setting, operating knowledge and various methods of activity, summing up and formulating conclusions.
Goals and objectives of the lesson:consolidation of students' ideas about two signs of related words.
Form UUD :
- Personal UUD: Develop the ability to reflect, form moral and ethical guidelines.
- Regulatory UUD: To form the ability to control and self-control.
- Communicative UUD: Enter into communication, express your point of view, listen to others, follow the rules of communication; justify statements.
-
Cognitive UUD:
Orientation in the text of the work; navigate in books; analyze the work in order to identify causal relationships, determine the author's attitude to the character, determine the personal relationship to the character, in order to characterize the character.
Equipment: computer, screen, projector, presentation, video materials, textbooks, dictionaries.
FizminutkaAppendix 1.
Get up, we need to rest
Shake our fingers.
Get up, hands up
move your fingers
So they move their ears
Gray bunnies.
Sneaking quietly on toes
Like foxes roam the woods.
The wolf looks around
And we will turn our heads.
Now we sit down quietly, quietly
Let's be quiet, like a mouse in a hole.