Spelling O-Y after sibilants and C in the endings of nouns. Spelling O and E after sibilants and c in the endings of nouns Spelling e o after sibilants in endings

O , according to pronunciation:
a) at the endings of nouns, for example: dugout, turn(turn) leafage, volume, footage, montage, dummy, page, rack, ball, paralysis, sultana, hut, tick, ivy, boundary, candle, left-handed, sling(cf. unstressed endings: turn- in photography, landscape, prestige, type, tonnage, timing; crying; apash, plush; vegetable; dacha, burden, forest);

b) at the endings of adjectives, for example: alien, big(cf. unstressed endings: red, good);

c) in suffixes of nouns: -OK (debt, hook, shepherd, borscht), -onok (bear cub, wolf cub, frog), -onk-a (little book, nag, little soul);

d) in suffixes of adjectives: -ov- (hedgehog, scallop, penny, horsetail), -He (with fluent O : ridiculous);

e) at the end (in suffixes) of adverbs, for example: fresh, already(meaning “later”, “after”), hot, evening(meaning “yesterday evening”), in general.
After the hissing letters it is written her) , although pronounced O :
a) at the endings of verbs, for example: lies, flows;

b) in a verb suffix -yovyva- , For example: to demarcate, to uproot, to obscure;

c) in a suffix -yovk- verbal nouns, for example: demarcation, uprooting(But: hacksaw– from an adjective knife);

d) in a suffix -er- nouns, for example: intern, retoucher;

d) in the suffix -yonn-(-yon-) passive participles, for example: defeated, watered, stopped; defeated, watered down, stopped; in the suffix -yon- verbal adjectives, for example: burnt, smoked; in words derived from words of this type, for example: roasted meat, smoked meats, stewed meat, simplified;

f) in the prepositional case of the pronoun What : about what, on what; in words and, never mind.

§ 36. Vowels after ts

After ts in endings and suffixes it is written under stress O , without accent – e . For example: end - finger, merchants - traders, coat - frock, tibia - suttsevy, ring - ring.
After ts in endings and suffixes it is written s (as opposed to spelling in roots), for example: fighters, streets, red-faced, sisters.
Note. In surnames, vowels after sibilants and ts are written independently of the rules given in § 35 and 36, in accordance with the spellings in official documents. Wed: Pugachev – Tkachov, Shishov – Chernyshev, Lisitsyn – Tsitsin.

Lesson type: combined

Lesson type: lesson-travel

Equipment: board, teaching material, textbook,

Target:

1. Teach how to correctly write o - e after hissing and ts in the endings of nouns. To introduce the algorithm for the dependence of the choice of spelling o - e - e after sibilants in nouns on the morpheme (root, ending) To teach how to competently solve spelling problems associated with the use of o - e - e after sibilants and c.

2. To promote the development of figurative and logical thinking and speech, mastering the techniques of language analysis, comparison, and generalization. Develop an understanding of the connections and relationships that underlie the language system. Teach mastery of learning techniques.

3. Fostering a respectful attitude towards the native language, instilling an interest in learning it. Fostering a sense of responsibility towards the spelling patterns being studied and their correct application in writing. Formation of a schoolchild as an individual, development of his intellect, emotions, independent thinking, creative abilities, value orientations.

During the classes

Organizing time: The teacher and students greet each other. There is a positive attitude towards the lesson. Write down the date and topic in your notebook. The teacher explains to the students the purpose of the lesson.

Teacher. Guys, today we will go to the amazing land of Knowledge, where we will visit the hissing consonants. We will get to know the rules of their daily routine, and you will also have a unique opportunity to talk with them, hear the problems that concern them, and also ask your questions. Sissing consonants have prepared a riddle for you related to the new topic of our lesson. You and I have to solve this riddle and learn how to correctly find a new spelling in the endings of nouns after sibilants and c. Who is ready to go visit the hissing people, raise your hands.

So, our journey begins: Pay attention to the topic written on the board. Find and underline the sibilants you saw here. We write out the hissing letters Ш, Ш, Ш. However, the miracle did not happen and the door did not open. Why? We're missing one sizzling one. Which? Correct J.

Here we are visiting the hissing people. (The teacher hangs up a house, inside of which there are hissing letters and sounds)

Checking homework.

Students identify the difference between a letter and a sound. They characterize hissing sounds.

Now, let's listen. Listen, our friends are heatedly arguing about something. (There is a b sign in the center of the house.) It turns out that dear Mrs. Spelling has invited our friends to the ball, but they will be able to go only when they resolve their dispute related to the writing of the b sign after the hissing ones. If they do not decide on the rule, they will not be able to go to the royal ball, because Princess Spelling does not tolerate disorder in her kingdom. (Sad, distressed “faces” are hung on the board, symbolizing the bad mood of the consonants.) Let's help our consonants. How many of you will tell us the rule about the spelling of the b sign after sibilants in nouns? (The student tells the rule). Homework is checked using a punch card. This is where they are checked and graded. Attention is drawn to mistakes made. Along the way, I remember that the combinations CHK, CHN are written without a soft sign.

Thus, your knowledge of the rule and the ability to apply it in practice once again convinced the hissers of the correctness and necessity of its application. (A smiling face is posted on the board, symbolizing a good mood).

Explanation of new material. Observation of language material.

You can hear how happy our friends were. They thank you and invite you to go to the ball with them (The words are posted on the board: thank you, thank you, you are true friends).

Hooray! We're all going to the ball. (The road is posted on the board as a symbol of the movement towards knowledge.) On the way, the consonant letter C came across as hissing. “Oh, how unfortunate I am,” said the letter C, “my sound C has no pair, it is dull and hard, and I so want to have friends among the consonants.” letters The Hissings thought about it and decided to take the letter C with them to the ball. Knowing that Princess Spelling loves new rules, our friends decided to surprise her and came up with a riddle. Let's try to solve this riddle together with the princess. (2 drawings are hung on the board. Observe. Compare. Match)

What do you think is encrypted in each of these pictures?

Each of these pictures encrypts part of the new rule that you and I must unravel. By connecting these two parts, we will guess the riddle of our friends. (The picture shows nouns with the vowel o after sibilants and c at the end. The ending is highlighted. A man is drawn next to him with a raised hammer. The vowel o is stressed. The other picture shows words with the spelling the vowel e after sibilants and c in the ending. The ending is highlighted. A man with a lowered hammer is drawn next to it.)

Students come to the conclusion that after sibilants and C in the endings of nouns, the letter o is written under stress, and the letter e is written without stress.

Working with the textbook. Open page 221, paragraph 101. Work in pairs. They tell each other the rule. The textbook closes and several students optionally tell the rule with examples. The one who explained the rule more accurately and correctly is given a grade in the journal.

Consolidation of the studied material. Physical exercise. Guys, the princess liked the new rule so much that she decided to immediately put it into practice, but for this it was necessary to change the form of nouns with a stem to a sibilant one. Hearing this, the words spread throughout the palace. Then Princess Spelling sent her faithful servants - prepositions over, under, before, with - to find nouns and change their form so that they changed the nominative case to the instrumental case. Your task is to find these words and put them in the instrumental case. (Words in the nominative case are written on cards and glued throughout the class. Students are divided into 2 groups. 5 minutes are allotted for this work. In the group there is a person responsible who distributes responsibilities, and there is also a person responsible for time. One person from the group goes on a search words, then in the group the noun in the instrumental case is written down with a felt-tip pen. The ending is highlighted graphically, the words are posted on the board from one group and from the other. When the work is completed, a representative from each. groups read out words in the instrumental case, explaining the spelling of the studied spelling. The group that spells the most and most correctly words will receive 5 points, the other 4 points.)

Conclusion. This spelling is at the end. An ending is a part of a word that serves to change the form of the word. When changing the form of a noun with a base to a sibilant and c under stress, o is written, without stress e.

Consolidating the learned concept and training the algorithm for its application in speech.

What similar spelling associated with sibilants have we already studied?

Why is it so important to know which part of the word the spelling is in?

(The rule about spelling o - e after sibilants in the root of a word was asked to be repeated at home, so children easily remember it and explain the importance of knowing the morphemes of a word in order to correctly apply the rule).

An algorithm for reasoning the differences between these spellings is compiled.

You need to decide what to write after the hissing and q letters o or e:

Determine which part of the word the spelling is in, highlight it.
if the spelling is in the root, choose a test word. If the word can be changed so that E is heard, then we write e at the root, if not, then we write o.
if the spelling is at the end, then you need to put an emphasis. If the accent falls on the ending, then we write the letter o, if it does not fall, then the letter e.

Work in notebooks. Open page 222, exercise 560. Consolidation of the studied material and training of the algorithm for its application in speech.

Assignment: Write down phrases that contain words with the letters e - o after sibilants and c, in 2 columns: on the left - at the root, on the right - at the ending. Identify the main word in the phrase. (The work is carried out in a chain, with an oral explanation)

The letters o - e at the root of the word	Letters o - e after sibilants and c at the end of nouns
Black thawed patches	Overgrown with reeds
Whispers in the alley	Raise chicks
Yellow stamens	Arrive with loot
Click loudly	Fat under the skin
Light rustling	Fierce cold
White fur	Dark cloud
Coarse hair	Captured by a fox
The rustle of silk	Wait for the starlings
	Admiring the bird

Lexico-spelling work.

While we were working, the hissing letters sh and sh disappeared somewhere. Here they are arguing about something. Let's listen to their argument.

Why did you call me ignorant? Of course, you are ignorant: you cannot learn the rule and apply it correctly.

But you don’t know the meaning of the words “ignoramus” and “ignoramus.”

Guys, let's try to sort out this dispute. Who is an “ignoramus” and an “ignoramus”? A dialogue between two boys will help us figure it out, which we will learn about from Exercise No. 558. (From the exercise, students will learn that an ignoramus is a rude, impolite person, and an ignoramus is an uneducated, ignorant person.)

Use a pencil to fill in missing punctuation marks. In the first sentence they find an appeal and explain the placement of the comma. Write out the word with its spelling and graphically explain its spelling.

Independent work.

Teacher. Guys, Princess Spelling was pleased with the inhabitants of her country and the order that reigned in it. But Her Majesty would really like to know how you learned to apply the rule you learned today in practice. I suggest you choose the difficulty level for working with the text.

(cards with text are distributed. Work is carried out in cards to save time).

Tasks for work:

1. Read the text.

2. Prove that this is text.

3. Define the text style.

4. Prove your point. Pay attention to figurative language.

5. Complete the tasks.

Level "3"

Using the rule on page 221 of the textbook, graphically explain the spelling o - e after sibilants and c in the endings of nouns. In the fifth sentence, underline homogeneous parts of the sentence.

Early in the morning, with a light frost, I go into the forest. This time I didn’t have long to admire the vastness of the snow palaces and listen to the silence of the forest. The hare's tracks came out from different ends...into the forest. A long line of geese stretched towards the nearby lake.

Next to the hut there were fiery maples and golden birches.

(M. Prishvin)

Level "4"

Insert the missing letters, graphically explain the spelling o - e after sibilants and ts in the endings of nouns. Find homogeneous parts of the sentence and underline them.

Early..in the morning, in the mild frost..m, I go into the forest. This time I didn’t have long to admire the gr..mama’s snow palace..and listen to the silence of the forest. The hare's tracks came out from different ends...into the forest. In a long line...the geese headed towards the nearby lake.

Next to the hut there were fiery maples and golden birches.

Level "5"

Insert the missing letters, graphically explain the spelling o - e after sibilants and ts in the endings of nouns. Make diagrams of homogeneous members of the sentence. Come up with a conclusion to this text of 2 or 3 sentences.

Early in the morning, in the mild frost... I go into the forest. This time I didn’t have long to admire the gr..madam snow palaces and listen to the silence of the forest. The hare's tracks came out from different ends...into the forest. In a long line...the geese headed towards the nearby lake.

Next to the hut there were fiery maples and golden birches.

Summing up the lesson.

Teacher. Our journey to the land of Knowledge has come to an end.

Who will tell me who we visited today and what we did?

What rule have we learned, and how can we distinguish the studied spelling from other spellings?

(Students talk about what work they did in the lesson and draw their own conclusions about the topic covered.)

Guys, today our friends’ moods changed more than once. Let's see what it was like and why? Attention is drawn to the board, where “faces” were posted throughout the lesson, symbolizing the mood. It is easy to name the words: sad, sad, sad, joyful, cheerful. It is also repeated with students that “sad, sad, sad” are synonymous words that characterize a bad mood. “Joyful, cheerful” are also synonymous words, but they characterize a joyful mood. And the words “sad” and “joyful” are antonyms.

At what moments did our heroes have a good mood?

(When we helped the hissing consonants with the correct spelling of the sign, we together amicably completed the tasks assigned by Princess Spelling. We did not shout, did not swear, did not offend each other.)

Each of you has 2 “faces” on your desk with a bad and a good mood. Please pick up the one that suits your mood.

Assessing students' work in class.

During the lesson, each student was given a grade for each type of learning activity in the lesson, which the student wrote down in his notebook. At the end of the lesson, everyone calculates their average score, which is their final grade.

Homework.

Target: continue working on mastering the topic covered and prepare for a general lesson on the topic “Noun”.

General task: Paragraph 101, learn the rule, page 223, question. 1-5, prepare for a generalization lesson on the topic “Noun”. Differentiated task.

There are three options for homework. Each student has the opportunity to choose the option that is more acceptable to him.

Option 1. Page 221 ex. 556 (Put the nouns given in brackets in the required form. Indicate the spelling pattern being studied. Make a phonetic analysis of the word “let’s go” and a syntactic analysis of the third sentence.
Option 2. Select and write down 6-7 words with the letters e - o after sibilants at the root of the word and 6-7 words with the spelling o - e after sibilants and c in the endings of nouns. From Ex. 556 on p. 221 do a phonetic analysis of the word “let’s go” and a syntactic analysis of the third sentence.
Option 3. Write a story about sibilant consonants. Make a phonetic analysis of any word of your choice. Syntactically parsing any sentence.

Development of a Russian language lesson on the topic:

"Spelling O - E after sibilants and C

at the endings of nouns."

Primary school teacher:

Myanovskaya I.V.

Subject: Spelling O - E after sibilants and C in the endings of names

nouns

Lesson objectives:

Educational:

Form a conceptstudents about spelling O-Eafter sibilants and c at the endings of nouns.

Educational:

Promote the formation and development of educational, information and research skills of students (compare and analyze facts, express their point of view)

Educational

Develop respect for each other when working in teams and in pairs; help students realize the value of collaborative activities.

During the classes

Organizational moment (greeting).

I would like to start our lesson by reading a poem by Vladimir Troitsky. Listen to him carefully and answer the question: what thought did the author want to express in these lines?

All lessons are like people, both similar and different,

If you look at them from different angles.

There are lessons like a bright and joyful holiday,

There are others - like a terrible, painful dream.

Vladimir Troitsky

Is it interesting when lessons go quickly?

Probably when everything works out for you, when you understand and remember everything, and you can apply this knowledge in practice.

Activation of mental activity.

Epigraph.

“It is impossible for him to glorify himself with a letter,

Who doesn’t know the properties and rules of grammar?

A.P. Sumarokov

1. Calligraphy.

The letters are written on the board: F, W, H, C, SCH.

U. Read the letters. What do these letters have in common? Which letter is “extra” in this series, for what reason?

D. Letter Zh, because denotes a voiced consonant sound (zh), the rest are voiceless sounds.

– In a weak position, the letter Zh can also denote a voiceless consonant sound (w).

– In this row there may be an “extra” letter C, because all other letters represent all hissing sounds.

All options proposed by the children are considered. The teacher settles on the option that Sh, Zh, Ch, Shch are hissing, but C is not. A card is posted on the board.

Ш, Ж, Ш, Ш - hissing.

2.Introduction to the topic of the lesson.

On the board are the words:

sh..sweat

ignorant...m

knife...m

lead...m

squirrel...nok

Read the words.

What do they have in common?

Divide into groups.

Formulate the topic of the lesson, the goal.

Today, together we will discover new laws of language for us.

But which ones? What should we learn with you in the process of our research? We must, guys, discover the law of writing the letters O-E after sibilants and C in the endings of nouns. This is the topic of our lesson (writing in notebooks).

But it is not enough to discover the law; one must learn to use it correctly, i.e. write correctly.

So, RESEARCHERS - GO!

3.Work on the topic of the lesson.

Searching of decisions.

I suggest you work in groups, conduct research and make a discovery on your own: in which cases in nouns after sibilants and C in the endings O is written, and in which E.

On your desks you have cards with words and an information card that will help you go the right way.

INFORMATION CARD

Read the word.
Add an accent mark.
Highlight the ending.
Highlight the foundation. Pay attention to which sound the stem ends with, underline the letter.

Write the conclusion on a card - the rule.

For the lily of the valley...m

landscape...m

above the grove

candle...th

from the birds

sage...m

Rule card

At the endings of nouns, after the letters __________________________, we write ___ under stress, without stress ______.

But, guys, you and I came to this conclusion, what if it’s wrong?

And so our scientific consultant advises us to turn to the wisest source of knowledge - a book, i.e. to our textbook (p. 57). How is this discussed in the textbook? Let's compare our conclusions? Are we right? Have we made a discovery? Which one?(rule)

And now I propose to draw up a diagram for this rule.

Let us write it down in a notebook, like a beacon that will signal to us.

4.Primary consolidation.

To consolidate a scientific discovery, the guys need to write"distributive letter " And what is it? Somebody knows? But now I’ll write on the board

O E

A ball, a comrade, a chick, a siskin, a fool, a hut, a shower, a lily of the valley, a soul, a doctor, a page, a candle.

On what basis were they distributed? (emphasized O, unaccented E).

5.Secondary consolidation.

Optionally

Group 1 – work according to the textbook p. 57(1)

Group 2 – selective dictation

Birds hover above the rooftops,
There's a ray of light shining through the window,
The sun is reflected in it,
Like a golden sword...m.
Arguing with a blizzard - unnecessary luggage...m,
She will be left in the field - beyond the distant border...m.
Fire...m - lightning...th so he is happy to manage,
The month of March is rolling towards us in a green chariot.

Group 3 – Write down these nouns with prepositions. Write down only the received words.

s (eagle) –

in front of (Seryozha) -

with (borscht) –

abroad) -

under (skin) –

for (cloak) –

Goals:

Teach the correct spelling of vowels O and E in the endings of instrumental case nouns after sibilants and C.
Develop the ability to observe, compare and draw conclusions. Enrich students' vocabulary.
Cultivate love for your native land.

Equipment:

cards with the consonant letters shch, sh, zh, ch, c,
cards with tasks for working in pairs and groups,
table "Spelling algorithm for O and E in noun endings after sibilants and C",
signal cards.

During the classes

1. Organizational moment

Today we have a lot of serious work to do in class. I want to wish you good luck. Take the hands of the guys you will work with in the group and wish each other success.

2. Updating knowledge

Teacher. What word fell apart? A, G, I, P, E, D

Children. Cases

U. Connect the names of cases and case questions with arrows

(cards for each student)

Nominative (Who? What?)
Genitive (About who about what?)
Dative (Who? What?)
Accusative (Who what?)
Instrumental (To whom; to what?)
Prepositional (Who? What?)

U. What can you say about the letters?

On the board there are letters: sh, shch, zh, ch, ts.

D. These are consonants.

U. Which letter is missing?

D. The letter C, the rest of the letters are sibilant.

U. Let's move the letter C. What groups can the remaining letters be divided into?

D. Paired - unpaired consonants, only hard - only soft consonants.

U. We will find out why these letters came to our lesson a little later.

Read the sentence, explain the spelling.

Behind the grove there was a wide pond with clear water.

D. Spelling: for – preposition, written separately. Wide - we write the combination shi with the letter - i. Pond is a paired consonant at the root of the word \ponds\. With pure - s - preposition - we write separately, with pure - unstressed vowel at the end - oh \ what?\. In the words groves, water - the spelling is unknown.

3. Formulating the topic and purpose of the lesson

U. State which part of the word is spelled.

D. Spelling at the end of nouns in the instrumental case, after a stem ending in sibilant and Ts.

U. Determine the purpose of our lesson.

D. Learn to correctly write the vowels O and E in the endings of nouns in the instrumental case after sibilants and C.

4. Work in pairs

The words written on the cards are:

A task, a walrus, a lily of the valley, a bream, a bird, a roll, a fighter, a watchman.

Exercise:

a) determine the case of nouns,
b) highlight the stem and endings of the words,
c) determine which consonant is at the end of the stem;
d) put emphasis.
e) What can you say about writing the endings of nouns?
f) Draw a conclusion.

D. At the endings of nouns in the instrumental case, after sibilants and C in the stressed position, O is written, unstressed - E.

U. Compare this conclusion with the rule in the textbook. Well done, you, as scientists, made a discovery today. Explain what vowels we will write in our sentence.

Behind the grove there was a wide pond with clear water.

D. Behind the grove, with water - nouns in the instrumental case, endings in unstressed position, we will write E at the ending.

5. Drawing up an algorithm

So, let’s create an algorithm for spelling O and E in the endings of nouns in the instrumental case after sibilants and C:

read the word;
put emphasis;
determine the ending:

Fizminutka: game “Who is attentive”

We walked through the grove,
We walked by the river.
Let's run after the hare
We didn’t catch up, of course.
We ran after the bird.
My dear one flew away.
She waved her wing at us,
Singing your song.

Name the words from the text of the physics lesson based on the learned rule.

What vowel should we write in the endings?

6. Independent work

Read the phrases on the board:

Watching the hedgehog...m, admiring the live bait...m, chasing the hare...m, called the Heart...m, using the shower...m.

U. What words are unclear?

D. They called it Heart, I admire the live bait.

U. Read the explanation on the back of the card.

D. The heart is a high-mountain lake on the slope of the Khamar-Daban ridge in our Republic of Buryatia. In its outline, when viewed from above, it resembles the shape of a heart. This is one of the favorite tourist places.

Live bait called a spring in Buryatia. The water here is in full swing.

Exercise:

a) Write down the phrases in two columns according to the vowel at the end:

b) Compose and write down a sentence with one phrase.

One student distributes cards with word combinations in two columns on the board. Checking using signal cards.

7. Group work

U. Now get ready to work in groups.

Task: Solve the crossword puzzle by writing the words in the instrumental case.

Horizontally:

1. A whirlwind that lifts water and sand in a column.

2. A linen product in the form of a piece of fabric for wiping.

3. House for temporary residence of visitors with services.

Vertically:

4. A device for pouring small streams of water.

5. A wax stick with a wick inside for lighting.

6. Medical facility for long-term care.

Answers: horizontally 1-tornado, 2-towel, 3-hotel. Vertical: 4-shower, 5-candle, 6-hospital

8. Lesson summary. Reflection on students' activities.

Why did the letters u, sh, zh, ch, c come to our lesson?

What new did you learn in the lesson? What's interestnig?

Where can we apply the acquired knowledge?