Spelling of suffixes of various parts of speech. Topic: "Spelling the endings of different parts of speech

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Routing Russian language lesson in grade 4 2nd half of the EMC "Planet of Knowledge"

Lesson Objectives:

v to improve the ability to write words with the studied spelling;

v consolidate the ability to act according to the established rule.

v to form spelling vigilance, attention, the ability to argue one's conclusions, logical thinking and speech of students;

v cultivate a sense of camaraderie, the ability to work in a team.

Type of lesson: lesson on working out methods of action.

Planned results:

cognitive UUD: independent selection and formulation of a cognitive goal, conscious and arbitrary construction of a speech statement in oral form, choice of the most effective ways problem solving, knowledge structuring;

personal UUD: to promote self-esteem based on the criterion of success in educational activities, to cultivate self-confidence.

regulatory UUD: setting goals, planning, evaluating the results of work, making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result;

communicative UUD: planning educational cooperation with the teacher and peers, observing the rules of speech behavior, the ability to express and justify one's point of view.

Resources:

basic - T. M. Andrianova, V. A. Ilyukhina Russian language grade 4

additional tables: “Case endings of nouns”, “Unstressed endings of adjectives”, “Unstressed personal endings of verbs”; task cards, reference circuits, algorithms, checking unstressed endings of nouns, adjectives, unstressed personal endings of verbs.

Beginning the form

declination

Prov. word

The ending

on the edge…

to the bed...

in the area…

above the cloud ... m

Technological map of the Russian language lesson in grade 4, 2nd half of the year

MBOU secondary school No. 42 teacher primary school Memetova Olga Alexandrovna

EMC "Planet of Knowledge"

Topic: "Spelling endings different parts speeches"

Lesson Objectives:

improve the ability to write words with the studied spelling;
consolidate the ability to act according to the established rule.
to form spelling vigilance, attention, the ability to argue their conclusions, logical thinking and speech of students;
foster a sense of camaraderie, the ability to work in a team.

Type of lesson: lesson on working out methods of action.

Planned results:

cognitive UUD: independent selection and formulation of a cognitive goal, conscious and arbitrary construction of a speech statement in oral form, choosing the most effective ways to solve problems, structuring knowledge;

personal UUD : to promote self-esteem based on the criterion of success in educational activities, to cultivate self-confidence.

regulatory UUD:setting goals, planning, evaluating the results of work, making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result;

communicative UUD:planning educational cooperation with the teacher and peers, observing the rules of speech behavior, the ability to express and justify one's point of view.

Resources :

basic - T. M. Andrianova, V. A. Ilyukhina Russian language grade 4

additional tables: "Case endings of nouns",

"Unstressed endings of adjectives",

"Unstressed personal endings of verbs";

Task cards, reference schemes, algorithms

Checks for unstressed noun endings

And adjectives, unstressed personal endings

Verbs.

During the classes.

I. Organizational moment.

Greeting, readiness check, date entry.

II. vocabulary work. (Work on cards - task 1. Appendix 1) Mutual check.

Exchange cards and check each other.

III. Actualization of students' knowledge. Working with vocabulary words.

What spelling combines the words in task 1? (Unverifiable unstressed root vowel)

What part of the word is this spelling? (Fundamentally)

And what will we do if the word with an unstressed vowel does not refer to vocabulary words? (If a word with an unstressed vowel is not a dictionary word, then it can be checked)

How to check an unstressed vowel in a word? (accented)

What parts of a word can contain an unstressed vowel? (In prefix, root, suffix and ending.)

How to proceed in order not to make a mistake in writing an unstressed vowel? (Repetition of the learned rules: you need to choose a test word in which the unstressed vowel will be stressed)

What parts of speech and in what part of the word did we talk about checking unstressed vowels in previous lessons? (In the endings of nouns, adjectives, verbs)

IV. Formulation by students of the topic and objectives of the lesson.

Today in the lesson we must repeat what actions we need to perform to solve spelling problems in unstressed endings of nouns, adjectives and verbs.

What do you think the theme of our lesson should be?

(« Repetition of spelling rules for unstressed endings of nouns, adjectives and verbs")

What are your goals for today's lesson? Justify your answer. (Student answers)

V. Repetition of the algorithm for checking unstressed endings of nouns. (Annex 2)

And we will begin our work by repeating the algorithm for checking unstressed noun endings.

Name the actions that should be performed in order to correctly solve spelling problems in unstressed endings of nouns.

determine declination.
Determine case
Remember the ending
For check : pick up a word of the same declension, but with a stressed ending.

- What clue words can you name?

For the 1st declension? (Earth, hand.)

For the 2nd? (horse, yard)

For the 3rd? (Steppe)

VI. Exercises in spelling the endings of nouns.

1 . Commented letter (Card - task 2).

Complete necessary actions and fill in the table, highlight the ending in the initial form. After choosing a letter, enter it in the "box".

(In the course of filling out the table for commenting at the blackboard, a separate student is called for each word)

Are there words in the same case? (Yes. These are the words at the edge and in the area , standing in the prepositional case, and the words to the bed and across the crib standing in dative case.)

Compare their endings: are they always the same? (Not)

How can this be explained? (Words have different declensions)

2. Work on the table "Case endings of nouns".

Which case endings should be remembered for nouns of the 1st declension? 2nd declension? 3rd?

3. Repetition of the spelling rule o and e in the endings of nouns in the instrumental case after hissing and c. (Annex 3)

What case is the last noun in? (In creative)

What feature of the spelling of the endings of nouns in the instrumental case after hissing and q should we remember? Give examples.

In the nouns of the instrumental case, after hissing and C, it is written under stress Oh, and without the accent E

For example: ball about "m, soulʹsh e m.

PHYSICAL MINUTE

4. "Find mistakes" (Work on cards - task 3).

Now check yourself. Find the mistakes that 4th grade students made in writing the endings of nouns.

VII. Repetition of the algorithm for checking unstressed endings of adjectives. (Annex 4)

How to determine the gender, number and case of an adjective?

Determine the number, gender and case of the noun.
According to the gender, number and case of the noun, determine the number, gender and case of the adjective.

Name the actions that should be performed in order to correctly solve spelling problems in unstressed endings of adjectives.

find a nounto which the adjective refers.
Ask a questionfrom a noun to an adjective, and by the stressed ending of the question, find out the ending of the adjective.

2. Selective dictation. Game "Order".

(Work on cards - task 4).

Now let's play. The game is called Order. I order you an adjective in a certain gender and case. Your task is to find such an adjective, name it and explain the spelling of the ending.

In the blue sea, at the neighboring forest edge, along a good road, in early winter, near a fallen ___ oak, on a desk, early in the morning,

Required: (slide)

The name is an adjective of the middle gender in the instrumental case (in the early morning);

Adjective female in genitive case(at the neighboring edge);

Feminine adjective in the dative case (on a good road);

Adjective male in the genitive case (near a fallen oak);

The name is an adjective of the middle gender in the prepositional case (in the blue sea);

The adjective is feminine in the instrumental case (early winter);

Masculine adjective in the prepositional case (on the desk);

VIII. Repetition of the algorithm for checking unstressed verb endings. (Annex 5)

Name the actions that should be performed in order to correctly solve spelling problems in unstressed personal endings of verbs.

1. Determine the tense of the verb.

Complete task #5 on the "Get to know me" card

1. Write the verbs in the singular. Specify the conjugation.

IX. Independent work on cards (task 6).

Do the task yourself 6. Insert the missing endings. Above nouns and adjectives indicate declension and case, above verbs - conjugation.

(After the work is completed, the card is handed over for verification)

X. The result of the lesson.

What spelling did we repeat today?

How to check unstressed endings in nouns? (Repetition of actions according to the algorithm)

What clue words do you remember?

How to check unstressed endings in adjectives?

How to check the unstressed ending of verbs?

What goals did we set? Have you been able to achieve them?

Appendix 1

Card for the lesson on the topic

“Reinforcing the spelling rules of unstressed endings

nouns, adjectives and verbs.

Surname, name ______________________

Vocabulary work.

Student ... nickname, teacher ... tel, m ... rkovny, b ... speech, g ... r ... dskoy, from ... a tank, p ... congratulations, to ... empty, yag ... yes, d ... zhurny, r ... sti

Number of mistakes ____

Mark _____

Checked by _____________________

Fill the table:

Find errors:

Key, pencil, rook, lily of the valley, beam, finger, prince.

Game "Order".

In the blue sea, at the neighboring forest edge, on a good road, in early winter, near a fallen oak, on a desk, early in the morning.

Get to know me.

Transfer ... t, bre ... t, laying ... sh, hear ... sh, ask ... shush, sit ... sh, endure ... sh, squelch ... t, light ... t, bathe ... shush.

Independent work.

Insert the missing endings, indicate the declension and case above the nouns, and the conjugation above the verbs.

In a deep ... ditch ..., in a dense ... forest, in an army ... serving ... you, solving ... those tasks, to an old ... arbor ..., on wet ... m sand ..., from springs ... .. rain, doing ... your lessons , before the winter ... cold ..y, from sweet ... cranberries, for the best ... .. friend, on a winter ... evening, along the green ... field, warm ... the earth.

Annex 2

Algorithm for checking unstressed noun endings.

Put a word with an unstressed ending in initial form in order todetermine declination.
Determine casewords with unstressed endings.
Remember the endingnoun of this declension in the right case.
For check : pick up a word the same slope deniya, but with a shock ending.
Put in the form of the same case as the word being checked, a word with a stressed ending.
Write the same ending in an unstressed position.

Beginning f. → genus → → cl.
Case.
Check word.
Prov. word → case

Appendix 3

SPELLING O AND E IN THE ENDINGS OF NOUNS AFTER SIZING AND C.

In instrumental nounsafter hissing and Cspelled under stress Oh, and without the accent E

For example: ball, shower, garage, bird, grove.

Appendix 4

Algorithm for checking unstressed endings of adjectives.

Find the noun that the adjective refers to.
Put the question from the noun to the adjective and find out the end of the adjective by the stressed ending of the question.

Appendix 5

Algorithm for checking unstressed verb endings.

1. Determine the tense of the verb.

If the verb is in the present or future tense:

1. Put the verb in an indefinite form.

2. See if this verb belongs to exception verbs.

3. Remembering the rule, determine the conjugation.

a) if the verb belongs to the I ref., at the end we write E.

b) if the verb belongs to the II ref., at the end we write I.

This manual fully complies with the federal state educational standard (second generation).
Benefit "Spelling endings various parts speech” is intended to improve spelling literacy and culture of speech.
The book consists of 5 sections: a theoretical block, which presents the basic spelling rules; practical exercises - training at the level of words, sentences, texts; " Feedback"- tasks in the form of tests, keys and a small dictionary in which you can find "difficult" words on the spelling topic under consideration.
The publication can be used both by students who want to improve their literacy, and by teachers for in-depth work on spelling with students.

SUFFIX OR END?
In two cases, we can ask ourselves this question, analyzing the words of the Russian language from the point of view of their composition.

Question 1. What is -ty (-ty) in the indefinite form of the verb: a suffix or an ending? Some scholars insist that this is an ending, others consider -t to be a suffix.

Those linguists who single out this morpheme as inflection (ending) believe that during the formation of certain verb forms (past tense, real and passive participle past tense) with the help of suffixes, this part of the word is discarded, i.e. behaves like a standard ending (look - look, look, looked, looking, looking).

Another part of linguists argues differently. They believe that the infinitive is a non-conjugated verb form, therefore, it cannot have an ending. The same unconjugated verb form is, in particular, a gerund in which no one tries to single out the ending. In modern linguistics, more the second of the above points of view is common: -t (option -ti) is a suffix.

CONTENT
Foreword
Theoretical information. Basic blocks of rules: spelling of endings of various parts of speech
Block I. Spelling of noun endings (not after hissing)
Block II. Spelling of the endings of adjectives, participles, ordinal numbers
Block III. Spelling of the endings of nouns and adjectives after hissing and C
Block IV. Spelling of verb endings
Training exercises
Exercises based on words and phrases
Training exercises based on sentences and texts
Feedback: test yourself
Test 1. Spelling of noun endings
Test 2. Spelling of the endings of adjectives, participles, ordinal numbers
Test 3. Spelling noun endings and adjectives after hissing
Test 4. Spelling of verb endings
Keys
Keys to training exercises based on words and phrases
Keys to training exercises based on
sentences and texts
Keys to tests
Vocabulary.

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Lesson topic: Spelling of the endings of words of various parts of speech

Lesson Objectives:

Repeat and systematize the scattered material obtained in previous classes on the spelling of the endings of nouns, adjectives, participles, verbs.
To develop creative language thinking in the application of algorithms for choosing the right ending for a word.
To consolidate the skill of quickly and correctly solving the problem of choosing the right ending for the word.

Lesson objectives:

To study the spelling of the endings of nouns, adjectives, participles and verbs in the system.
To train the skills of controlling writing and holding attention through hearing, vision, and the writing hand.
Train your memory through a system of specially selected examples.

Lesson equipment:

Interactive board. (In addition, a monitor, keyboard and graphics tablet can be placed in front of each student).
Summary printouts educational material spelling of word endings.
Text material necessary for work and textbooks used by the teacher.
Alternatively, interactive tasks specially prepared by the teacher or taken from the site can also be used.
"Unified collection of digital educational resources": http://school-collection.edu.ru/

I. introduction teachers

The organization of Russian words is morphemic. Therefore, by collecting the spelling rules of words in single block and distributing them by morphemes, we will greatly facilitate their study for the subsequent correct and unmistakable spelling of any words. At the same time, we must not forget about the order of studying the material. An algorithm for reasoning on a particular problem is a great thing!
So, in the word of everything five positions where a spelling mistake can be made: prefix, root, suffix, ending and junction of the prefix with the root.

Let's start with word endings. Before you is a set of all the rules regarding the endings of nouns, adjectives, participles, verbs (numerals and their endings, as well as pronouns will be considered separately).

II. Learning new material

A summary of the studied material is displayed on the screen of the interactive whiteboard. The teacher gives a brief explanation of what the students see. Further, the study of new material is carried out in three blocks, of which the summary material consists: “Noun endings”, “Adjective and participle endings”, and “Verb endings”.

I-th BLOCK OF RULES: ENDINGS OF NOUNS

Table #1

Table number 2

Note: nouns on -me and the word path in R., D. and P. have -I.

Exercises for the I-th block

1. Rewrite, opening brackets. Indicate the declension of nouns and their case.

Walk along (road), play (piano), dream about (implementation) (idea), work on (construction) (road), travel around (Siberia), fight (duel), come to (daughter), visit (construction), participate in (expedition), talk about (journey) around (Kuban), be in (knowledge), freeze in (admiration), meet at (conference), argue about (poetry), visit (Astrakhan), speak at (session), prepare for (harvest).

2. Insert the desired ending.

1. In his youth .. Valgan had to be present at the sudden discovery of .. talent. (T.N.) 2. The rumor of the defeat.. went through the valleys.. with ominous speed. (F.) 3. He [the partisan] was sitting on the square .. near the roads .., staring at the ground with cloudy eyes and in blind despair .. sent cartridge after cartridge into the whitish morning mist. (F.) 4. The sea catches lightning bolts and in its abyss .. extinguishes. (M.G.) 5. The best thing in your position .. is to run away from here. But unfortunately it's useless... There is only one thing left for you: to calm down on the thought ... that your stay here is necessary. (Ch.) 6. Obediently to me is the imagination in the image .. gray eyes. In my Tver solitude .. I bitterly remember you. (Ahm.). 7. Unlike enzymes, vitamins are low molecular weight substances.

II BLOCK OF RULES: ENDINGS OF ADJECTIVES AND PARTICIPLES

Explanation for the block

The endings of qualitative and relative adjectives and participles coincide with the ending of the question which?, posed from the word being defined: He [Romashov] was now walking along the beet (what?) field. Low thick tops were full of confused white and black (what?) spots underfoot (Cupr.); The rising (what?) sun illuminated the fields. Excl.: unstressed endings of the masculine gender of the nominative and accusative cases: (what?) dense forest, modest appearance, creeping fog.
endings possessive adjectives on -y, -y, -y, -y coincide with the endings of the question whose ?, posed from the word being defined: bird (whose?) songs, the rumble of childish (whose?) voices, landlord (whose?) estate. Excl.: masculine endings of the nominative and accusative cases: (whose?) hunting knife, I see the landowner's house.

Exercises for the II block

3. Insert the missing letters. Check the endings of adjectives and participles with questions.

He [Nazansky] now stood in front of Romashov and looked him straight in the face, but from the dreamy .. expression of his eyes and the vague .. smile that wandered .. around his lips, it was noticeable that he did not see his interlocutor ... Golden .. hair fell in large .. whole .. curls around his high .., clean .. forehead; thick .., quadrangular .. shape, red .., slightly .. the beard lay in regular .. waves, as if frilled .., and his whole massive .. and graceful .. head, with a bare .. neck of a noble .. pattern, looked like the head of one of those Greek .. heroes or wise men, magnificent .. busts of which .. Romashov saw somewhere in the engravings. Clear .., slightly moist .. blue .. eyes looked lively, intelligently and meekly. Even the color of this beautiful .., correct .. face struck with its .. smooth .., tender .., pink .. tone. (A.I. Kuprin.)

4. Rewrite, opening brackets. Check the endings of possessive adjectives with a question.

To sail on a (fishing) boat, put on a (fox) fur coat, approach the (landlord's) estate, follow (wolf and fox) tracks, listen to (bird) singing, see (hare) tracks.

III BLOCK OF RULES: VERB ENDINGS

Under the stress in the endings of the verbs of the present and future tenses, write what you hear.
The unstressed personal endings of the present and future tenses of verbs depend on the conjugation.
For example, we need to determine the ending in the 2nd person verb write..sh (- e sh or - and sh?).

The algorithm for finding the correct unstressed personal ending of a verb by its conjugation:

1. Put the verb in the indefinite form ( what's up be? ) (for example, writing be ).
2. Select the last three letters in the found indefinite form of the verb (pis at ).
3. Match these three letters with the following rule about verb conjugations:
"Co II- mu conjugation include all verbs ending in the indefinite form in -it, except for verbs: shave, lay;
7 verbs into -et: look, see, hate, endure, offend, twirl, depend;
4 verb in -at: hear, breathe, drive, hold.
All other verbs (whatever they end in indefinite form) refer to I-th conjugation.

(In our example, the verb pis at ends with -at . This verb Excluded to the exclusion group -at for II- conjugation. Therefore, it refers to I-th conjugation.)

4. Select the desired ending according to the table below in accordance with the following scheme:

Note: endings in the 1st person singular. hours do not cause difficulties in writing.
In the 2nd person singular in I-th conjugation must write the ending -eat.
We get the result -

Exercises for the III block

5. Determine the conjugation of these verbs. Indicate the forms of the 2nd person singular and the 3rd person plural.

Sample. Build(AND) - building, are building.

Sow, acquaint, winnow, drive, spread, hate, hear, prick, melt.

6. Insert the missing letters. Specify verb conjugations.
1. Splash .. you sew wherever you want .. you, you sharpen the sea stones .. you, top .. you shore the earth, you raise the ships. 2. The prince at the blue of the sea walks ..t, from the blue of the sea his eyes do not turn ..t. 3. People exit the sea ..t and ford themselves on patrol ..t! 4. Our light is the sun! You walk .. all year round in the sky, set .. you winter with a warm spring, you see all of us .. you under you. Al refuse .. will you answer me? 5. Wind, wind! You are powerful, you drive .. you flocks of clouds, you wave .. you have a blue sea, you are everywhere .. you are in the open, you are not afraid of anything but God alone. (AS. Pushkin.)

7. Form past, present or future forms from these verbs. Specify the conjugation.

Sample. See(ii)- saw, sees.

Hate, sow, build, offend, winnow, glue, melt, depend, mean, choke, hope.

III. Consolidation of the studied material

Dictation(with subsequent self-test)

1. You know, I am languishing in captivity, praying for the death of the Lord. But I still remember the painfully poor land of Tver. (Ahm.) 2. In the deserted streets, in the enchanting and deadly light, ordinary houses acquired solemnity and splendor. (GN) 3. The beetle tossed about in despair. (Paust.) .) 4. I dedicate this book to Russia. (Paust.) 5. Gavrila was seized by a wave of memories of her village, which ran down a steep mountain down to a river hidden in a grove. (MG) 6. Unlike such historical figures as Napoleon, Alexander, who strive for fame, power, Kutuzov in the image of Tolstoy is alien to dreams of greatness, he is able to understand a simple person. 7. Mushroom pickers slowly split from birch to birch, from aspen to spruce. 8. Forestry is in charge of the huntsman. 9. From the windows of low white houses here and there light streamed in foggy straight stripes and lay in long shoals on the yellow-brown shining earth. (Cupr.) 10. The sixth lesson that day was a real torture for beginners. (Kupr.) 11. There was no malice in the male voices. (F.) 12. The man in the badger cap stared at the ticket. (F.) 13. We lived in a house inherited from our mother. 14. And for a long time the flushed young men and girls did not let Pyotr Maksimovich out and asked him to tell something else about the forests. (Paust.) 15. Tourists admired the waterfall sparkling in the sun. 16. Fishermen lived in a village stretching along the sea. 17. They’ll take us, so we’ll go, but they won’t take us, at least we’ll sleep until the morning. 18. Sintsov said that he was really looking for some part. 19. Snow melts quickly in the sun. 20. He sees well with glasses. 21. The patient is breathing heavily. 22. Where you build, there you dig. (Last) 23. They plow the arable land - they don’t wave their hands. (Last) 24. You write with errors. 25. It only seems to you. 26. The patient cannot. 27. In spring, you involuntarily smile at the sun and light. 28. You can't get back lost time.

IV. Homework

Studied theoretical material know. Distribute text material prepared in advance and printed on paper with missing endings of different parts of speech. (Floppy disks or flash drives may be used if classroom equipment permits and computers are available or accessible in students' homes.) You need to insert endings and explain verbally and graphically your decision.
As an option, select exercises from the textbook or part of them in a certain proportion with similar tasks and instruct them to familiarize themselves with the paragraphs of the textbook that correspond to the topic studied, comparing with the material given here.
Orally give an answer to the question: which of the proposed ways of mastering the correct spelling of the endings of words seems to you more acceptable and easier?

P.S. As homework You can use the following material creatively.

1. Valgan no longer talked about the greatness .. life .. and death .. . (GN) 2. So Tina lived, frozen in anticipation .. and still believing in the triumph of justice .. . (GN) 3. Bakhirev suddenly envied the beauties .., youth .., carelessness .., lightness .. gait .., slenderness .. body ... Something unfamiliar and unprecedented seemed to him in independence .. , lightness .. and calmness .. of this woman ... Everything feminine, accumulated over the years, suddenly burst out, blossomed, opened up into trembling .. shady eyelashes, into a sparkle .. of the eyes, into a new curve .. of parted lips. (GN) 4. The general imagined how soon .. would sit in the Imperial Chancellery .. in Berlin .. at a meeting .. . (Paust)) 5. Olga Ivanovna sat behind the partition on the bed .. and, fingering her beautiful flaxen hair, imagined herself in the living room, then in the bedroom .., then in the office .. her husband ... (Ch.)
6. The arrival of Frost disturbed the spiritual balance, which was established in Mechik under the influence of an even, serene .. life in the hospital. (F.) 7. Valgan talked about the failure of the monthly plan, which happened at the plant for the first time in a decade. (GN) 8. Brown-eyed rose with the flexibility of unbent vines and spoke quickly, loudly, indignantly. (GN) 9. He [Frost] woke up from a fractional .. horse ... stomp, suddenly escaping .. from behind a hillock. (F.) 10. He [Sword], panting, fell behind the first .. hit .. by a bush. (F.) 11. On a crooked haystack, a crow perched sadly, like an orphan, and was silent. (F.) 12. On the evening of the first of October, Klimovich was sitting at his brigade headquarters, in a hut, squinting outside .. dirty and dirty .., and scraped clean inside .. . (Sim.) 13. Smooth .. soft .. light streamed over fallen .. foliage, and apple trees, reflected .. along the edges, stood in it strange .. and gold .. . (F.)
14. The directorate is located on the second floor. 15. Snow melts quickly in the sun. 16. Fog creeps in. 17. Athletes line up.. 18. Luck depends on many things. 19. Dog loudly la..t. 20. He looks good with glasses.. 21. Predator chu..t prey. 22. The patient is breathing heavily..t. 23. Football players fight for the title of champions. 24. Where you build..sh, there you grow..sh. (Last) 25. Pash arable land ..t - do not wave your hands ..t. (Last) 26. You write with errors. 27. Choose a purchase. When you choose..they, write a check. 28. It only seems to you..tsya. 29. The patient cannot. 30. In the spring, you involuntarily smile .. at the sun and light. 31. When you grow up .. you will probably remember .. those my words. 32. Snow ta..t in the sun. 33. Lost time is not the gate ..sh. 34. When you write out the definitions from the text, check with the table. 35. When you have completed all the exercises given here, learn to quickly and correctly write the endings of words.

Vigilance, attention, the ability to argue their conclusions, logical thinking and speech of students; foster a sense of camaraderie, the ability to work in a team.

Type of lesson: lesson on working out methods of action.

Planned results:

personal UUD: contribute to self-esteem based on the criterion of success, cultivate self-confidence.

regulatory UUD: goal-setting, planning, evaluation of the results of work, making the necessary additions and adjustments to the plan and method of action in case of discrepancy between the standard, the real action and its result;

communicative UUD: planning educational cooperation with a teacher and peers, observing the rules of speech behavior, the ability to express and justify one's point of view.

additional tables: "Case endings of nouns",

"Unstressed endings of adjectives",

"Unstressed personal endings of verbs";

task cards, reference schemes, algorithms

checking unstressed noun endings

and adjectives, unstressed personal endings

verbs.

During the classes.

I. Organizational moment.

Greeting, readiness check, date entry.

II. Vocabulary work. (Work on cards - task 1. Appendix 1) Mutual check.

Exchange cards and check each other.

III. Updating students' knowledge. Working with vocabulary words.

What spelling combines the words in task 1? (Unverifiable unstressed root vowel)

What part of the word is this spelling? (Fundamentally)

And what will we do if the word with an unstressed vowel does not belong to dictionary words? (If a word with an unstressed vowel is not a dictionary word, then it can be checked)

How to check an unstressed vowel in a word? (accented)

What parts of a word can contain an unstressed vowel? (In prefix, root, suffix and ending.)

How to proceed in order not to make a mistake in writing an unstressed vowel? (Repetition of the learned rules: you need to choose a test word in which the unstressed vowel will be stressed)

What parts of speech and in what part of the word did we talk about checking unstressed vowels in previous lessons? (In the endings of nouns, adjectives, verbs)

IV. Formulation by students of the topic and objectives of the lesson.

Today in the lesson we must repeat what actions we need to perform to solve problems in unstressed endings of nouns, adjectives and verbs.

What do you think the theme of our lesson should be?

(“Repetition of spelling rules for unstressed endings of nouns, adjectives and verbs”)

What are your goals for today's lesson? Justify your answer. (Student answers)

V. Repetition of the algorithm for checking unstressed endings of nouns. (Annex 2)

And we will begin our work by repeating the algorithm for checking unstressed noun endings.

Name the actions that should be performed in order to correctly solve spelling problems in unstressed endings of nouns.

What clue words can you name?

For the 1st declension? (Earth, hand.)

For the 2nd? (horse, yard)

For the 3rd? (Steppe)

VI. Exercises in spelling the endings of nouns.

1. Commented letter (Card - task 2).

Perform the necessary actions and fill out the table, in the initial form, highlight the ending. After choosing a letter, enter it in the "box".

(In the course of filling out the table for commenting at the blackboard, a separate student is called for each word)

Are there words in the same case? (Yes. These are the words on the edge and in the region, standing in the prepositional case, and the words to the bed and along the bed, standing in.)

Compare their endings: are they always the same? (Not)

How can this be explained? (Words have different declensions)

2. Work on the table "Case endings of nouns".

Which case endings should be remembered for nouns of the 1st declension? 2nd declension? 3rd?

3. Repetition of the spelling rule o and e in the endings of nouns in after hissing and c. (Annex 3)

What case is the last noun in? (In creative)

What features of the spelling of the endings of nouns in after hissing and c should we remember? Give examples.

For example: ball "m, shower.

PHYSICAL MINUTE

4. "Find mistakes" (Work on cards - task 3).

Now check yourself. Find the mistakes that 4th grade students made in writing the endings of nouns.

VII. Repetition of the algorithm for checking unstressed endings of adjectives. (Annex 4)

How to determine gender, number and case?

Find the noun that the adjective refers to. Determine the number, gender and case of the noun. According to the gender, number and case of the noun, determine the number, gender and case of the adjective.

Name the actions that should be performed in order to correctly solve spelling problems in unstressed endings of adjectives.

2. Selective dictation. Game "Order".

(Work on cards - task 4).

Now let's play. The game is called Order. I order you in a certain gender and case. Your task is to find such an adjective, name it and explain the spelling of the ending.

In the blue sea, at the neighboring forest edge, along a good road, in early winter, near a fallen ___ oak, on a desk, early in the morning,

Required: (slide)

The name is an adjective of the middle gender in the instrumental case (in the early morning);

Adjective name in (near the edge);

Adjective in (on a good road);

Adjective in (near a fallen oak);

The name is an adjective of the middle gender in the prepositional case (in the blue sea);

The adjective is feminine in the instrumental case (early winter);

Adjective in the prepositional case (on the desk);

VIII. Repetition of the algorithm for checking unstressed verb endings. (Annex 5)

Name the actions that should be performed in order to correctly solve spelling problems in unstressed personal endings of verbs.

1. Determine the tense of the verb.

Complete task #5 on the "Get to know me" card

1. Write the verbs in . Specify the conjugation.

IX. Independent work on cards (task 6).

Do the task yourself 6. Insert the missing endings. Above nouns and adjectives indicate declension and case, above verbs - conjugation.

(After the card is handed over for verification)

X. The result of the lesson.

What spelling did we repeat today?

How to check unstressed endings in nouns? (Repetition of actions according to the algorithm)

What clue words do you remember?

How to check unstressed endings in adjectives?

How to check the unstressed ending of verbs?

What goals did we set? Have you been able to achieve them?

Appendix 1

Card for the lesson on the topic

“Reinforcing the spelling rules of unstressed endings

nouns, adjectives and verbs.

Surname, name ______________________

Vocabulary work.

Student ... nickname, teacher ... tel, m ... rkovny, b ... speech, g ... r ... dskoy, from ... a tank, p ... congratulations, to ... empty, yag ... yes, d ... zhurny, r ... sti

Number of mistakes ____

Mark _____

Checked by _____________________

Fill the table:

Find errors:

Key, pencil, rook, lily of the valley, beam, finger, prince.

Game "Order".

In the blue sea, at the neighboring forest edge, on a good road, in early winter, near a fallen oak, on a desk, early in the morning.

Get to know me.

Transfer ... t, bre ... t, laying ... sh, hear ... sh, ask ... shush, sit ... sh, endure ... sh, squelch ... t, light ... t, bathe ... shush.

Independent work.

Insert the missing endings, indicate the declension and case above the nouns, and the conjugation above the verbs.

Annex 2

Algorithm for checking unstressed noun endings.

Put the word with an unstressed ending in the initial form in order to determine the declension. Determine the case of a word with an unstressed ending. Remember the ending of the noun of this declension in the right case. To check: pick up a word of the same declension, but with a stressed ending. Put in the form of the same case as the word being checked, a word with a stressed ending. Write the same ending in an unstressed position.

Beginning f. → genus →  → cl. Case. □ Check word. Prov. word → case □

Appendix 3

SPELLING O AND E IN THE ENDINGS OF NOUNS AFTER SIZING AND C.

In instrumental nouns, after hissing and C, it is written under stress O, and without stress E

For example: a ball, a shower, a garage, a bird, a grove.

Appendix 4

Algorithm for checking unstressed endings of adjectives.

Find the noun that the adjective refers to. Put the question from the noun to the adjective and find out the end of the adjective by the stressed ending of the question.

Appendix 5

Algorithm for checking unstressed verb endings.

1. Determine the tense of the verb.

If the verb is in the present or future tense:

1. Put the verb in an indefinite form.

2. See if this verb belongs to exception verbs.

3. Remembering the rule, determine the conjugation.

a) if the verb belongs to the I ref., at the end we write E.

b) if the verb belongs to the II ref., at the end we write I.