The program was developed on the basis of the federal state educational standard of primary general education, the Concept of spiritual and moral development and education of the personality of a citizen of Russia, as well as the planned results of the initial general education.
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1 LESSON DEVELOPMENT Section “The world of communication. We repeat, we learn new things” 1. Lessons 1 16 Lesson objectives Personal: to understand the meaning of language as the main means of communication between people, helping to express thoughts and feelings; to form an attitude towards the language as a great value and cultural heritage of the Russian people. Meta-subject: to analyze the speech model of communication: the speech of a partner (interlocutor) in speech communication, the purpose and topic of communication, its result; improve the culture of speech communication: comply with the norms speech etiquette be able to express a request, wish, gratitude, apology; congratulate, invite friends, talk on the phone, correctly address the interlocutor; use correctly in communication aids: facial expressions, gestures, expressive movements, intonation, logical stress, pauses in accordance with cultural norms; make up dialogues based on known rules productive communication; observe the culture of written communication: write letters, sentences in accordance with the rules of Russian graphics and spelling, observe accuracy in record keeping, clarity and beauty of written work. Subject: to analyze the speech model of communication: the speech of the partner (interlocutor) in speech communication, the purpose and topic of communication, its result; understand the speech tasks of communication: inform (inform, notify), approve (support, praise, 1 The following resources and equipment are required for all lessons: the textbook "Russian language. Grade 3" in 2 parts (ed. L. F. Klimanova, T. V. Babushkina), hereinafter referred to as "textbook"; manual "Russian language. Workbook. Grade 3" in 2 parts (ed. L. F. Klimanova, T. V. Babushkina), hereinafter referred to as " RT". 24
2 agree, confirm), object (dispute, criticize, convince), explain (clarify, induce, prove, advise, inspire); choose language tools depending on the communication situation; control and correct your statement depending on the situation of communication; distinguish between dialogic and monologue speech; make up dialogues based on the known rules of productive communication; compose oral texts of various types: narrative, description, reasoning; retell the text using key words, focusing on the main idea of the statement; write presentations according to the plan; compose stories on a series of pictures, on a proposed topic, on personal impressions; do full and brief retelling text; eliminate template phrases and expressions in texts, convey your attitude to what was said. Interlocutors. Dialog. Lessons 1 4 This is important! The repetition of previously studied material, traditionally introduced in the first lessons, is organized in such a way that the child can make sure everything he has learned is necessary for him to solve specific problems: organizing conversations with friends and adults on topics of interest, writing letters, understanding the content of the texts read. At the same time, the conditionality of any task by its practical value for the purposes of specific communication comes to the fore. Lesson 1 Teacher: “Why does every person need to know their native language? For what purpose, for what purpose can people communicate? Students' responses are heard. Then the appeal of Professor Samovarov is read (p. 3). 25
3 Determining the goals of communication according to the drawings ex. Working with drawings to ex. 1 will help to establish that communication allows you to exchange the necessary information (figure on the left), express your emotions, influence the interlocutor (figure on the right). The possible topic of each conversation is determined, the manner of communication of the interlocutors in both figures is assessed: “Who do you think, which of the interlocutors will understand each other better?” Determining the meaning of polite, friendly communication when working with proverbs (exercise 4). Students copy proverbs and look for spellings they know in them. Dictionary work (“Your Dictionary”, p. 5), repetition of the rules for formatting sentences in writing. Practicing dialogue skills. Organization of a conversation about summer impressions of children. Reading the dialogue between Samovarov, Anya and Vanya on p. 4. Consolidation of the skill of working with an explanatory dictionary. Work on the meaning of the word kremlin: “What kind of kremlin did Vanya see? But is there only a Kremlin on Red Square in Moscow?” Practicing the skill of writing a monologue. Compilation by students of oral stories about summer experiences. Compilation of a written version of the story summer holidays preceded by further work on the repetition of orthograms known to children (RT, exercise 4). At the same time, the attention of students is drawn to how difficult it is to perceive an illiterately written text. Errors in words are first corrected in the text of the exercise itself, then the words are written out with spelling underlined. Writing a short essay about summer holidays can be organized differentially: as independent work (exercise 2): creating your own text and choosing a title for it (recommended for strong students); as answers to questions (Ex. 3). Teacher: Why do people communicate? What should be the communication? What spelling did you remember in class? RT, ex. Here and below, the exercises of the textbook are designated "ex.", and the exercises of the workbook "RT, ex.". 26
4 Lesson progress 2 Creation problem situation. Teacher: “Remember the poems about autumn. Can these poems be called text? And if you write a letter to a friend and share your impressions of autumn nature, can this be called a text? What is a text? Students' responses are heard. Teacher: “What do you think, what knowledge does a person need to create a written text?” (Knowledge of how the text is structured, knowledge of spelling, the ability to correctly formulate sentences in writing.) Practicing the ability to find spellings. Spelling minute. Write out from the sentences that the teacher reads words with unchecked spellings: “We always have fun playing together. My sister said hello to me. The breeze is blowing in my face. Hello golden sun! It's a good weather today. Don't put off until tomorrow what you can do today." Children write out the words always, together, hello, breeze, friendly, hello, today, good weather, tomorrow. Teacher's question: "How can I check the spelling of the words you wrote out?" Determining the type of spelling. Answering questions on the drawing, RT, ex. 1. Teacher: “What spellings need to be remembered in order to correctly complete the task at the end of the exercise?” Activation of knowledge about the types and properties of text. Work on the questions and assignments of the teacher: “Yesterday, for all schoolchildren, a new academic year. Do you think this is a happy or sad day? Explain. (The students' answers are heard.) Now let's read the lines from V. Berestov's poem "The First of September" (RT, exercise 2). Teacher: “The answer of each of you to my question about the first of September is a small text. What type of text did you get? Remember the types of texts. (Description, narration, reasoning.) And what is a text? And the theme and the main idea text? Repetition of what students know about the features of oral and written speech. Determining the topic of texts, choosing a title for each text (exercise 6). 27
5 Development of the skill of compiling texts of different target orientation based on ex. 9. Be sure to listen to texts that meet various goals (paragraphs 1 and 2 of the exercise). Only one text is recorded, independently compiled by each of the students. Be sure to determine the topic and the main idea of the composed texts. Draw the children's attention to the fact that everyone has the same theme: "Autumn", and the main idea may be different: "Autumn great time”, “Autumn as a season”, etc. The task can be complicated by inviting children to compose texts of various types (description, narration, reasoning). Repetition of what children know about the features of the sentence, based on the material of the compiled texts about autumn. Teacher: “What are the texts you compiled made up of? What is an offer? What types of offers do you know? Pupils find sentences in the texts about autumn that are different in purpose and intonation. Work on the connection of sentences in the text (PT, exercise 5). Repetition of what students know about the features of the genre of writing (exercise 5). Search in the text of the exercise for words from the dictionary. Comparison of word writing algorithms with checked and unchecked spellings. Teacher: “What spellings are there in the words good and far? And how to determine which unstressed vowels should be written in these words? Compare the words hello and local. What spelling is in each of them? Which word can be checked, and which word spelling should be checked in a dictionary? Backup task. Ex. 7. Teacher: “What is a text? What type of texts do you know? What spelling did you remember in class? Ex. 8, RT, ex. 6. Course of lesson 3 Creating a problem situation. Teacher: “For what purpose do people communicate (enter into a dialogue)? (Learn, tell or explain something, encourage the interlocutor to perform some action.) What, in your opinion, should the speech of the interlocutors be? Imagine such a situation. A friend wants you to give him a gift 28
6 read interesting book. He may ask different ways: "Give me a book for a few days!"; “Come on, give me your book immediately!”; “Bring the book quickly, otherwise you will get it!”; "Please let me read your book!" What request would you like to fulfill and what would you not? How are these statements different? What do you think is the purpose of the dialogue? (To achieve mutual understanding.) Can this goal be achieved in any case? Listen to student responses. Determining the differences between dialogue and dispute, the importance for communication of a calm, friendly manner of conducting a conversation (Ex. 10). Drawing up dialogues on drawings, work in pairs. Assignment "Assess yourself", ex. 11. When writing answers to the questions of the exercise, it can be recommended to use the words and phrases from exercise. 10. Work on the words of speech etiquette and polite intonation when reading the dialogue (PT, exercise 7). RT, ex. 8. Self-determination of the differences between a dispute and a dialogue (exercise 12). Teacher: What is the difference between argument and dialogue? What words of speech etiquette are important to use in a conversation? (Polite words.) Reading the message of Samovarov and the words of Sovyonok (p. 11). RT, ex. 10. Course of lesson 4 Teacher: “Do you think the manner of conducting a dialogue can serve as a characteristic of a person?” Determining the type of communication based on the text ex. 13. Repetition of sentence types according to the purpose of the statement and intonation. Work with proverbs. Self-compilation of a text about a friend (girlfriend) on teacher questions and textbook questions, at a given beginning and end (exercise 14). Teacher: "Which person 29
7 want to be friends with polite or rude? Describe how you would like to see your friend or girlfriend. Work with the text of Y. Etnin (exercise 15). Finding the main idea of the poem, converting a sentence from text to incentive offer(Never fight with your friends!). Independent work of students. Answers to the question: “What is the most important thing for you in communicating with friends and parents?” using basic phrases ex. 16. Before doing the work, a conversation can be held about the relationship of students with their parents. Drawing up a story according to a drawing (RT, exercise 9). Definition of the theme and main idea of the work. Repetition of sentence types according to the purpose of the statement and intonation. Determination of the sequence of parts in the text (PT, exercise 11). Reading and oral discussion of the "golden rule of communication" (Ex. 17). Teacher: "Why is it important to always remember this rule?" Systematization of knowledge on the topic “Interlocutors. Dialogue” on issues (RT, exercise 12). Teacher: "What should be the conversation of two people?" Ex. 17, in writing. Culture of oral and written speech. Lesson 5 7 This is important! In grade 3, acquaintance with the communicative conditionality of choice begins speech means. As you know, it is often impossible to talk about the correctness or incorrectness of the choice of a certain word or intonation (tone of speech, volume of voice) without taking into account who, where and for what purpose we are talking. The choice of words is also determined by the situation of communication: we must imagine in what case it is necessary to say: “For what purpose did you visit us?”, And when the phrase “Why did you come?” would be more appropriate. In grade 3, this work is just beginning and is limited to choosing the right intonation and words of speech etiquette. thirty
8 Lesson progress 5 Teacher's question: "What is the goal people set for themselves when communicating?" (Convey information, ask for something, influence the feelings of the interlocutor.) Students' answers are listened to. Teacher: “Think about it, what should be the oral and written speech of people so that the goal can be achieved?” The answers of the students are listened to, then the children answer the questions of Owlet (p. 13). Suggested for discussion various situations: orthoepic incorrect pronunciation of words, for example, in the sentence “Portfolios are sold in our store” or “Beets and sorrel grow in our garden”; spelling incorrect spelling of words, for example, in a note: “I have been learning Russian for four hours”; an incorrect form of address, for example, to the principal of the school: “Hi, San Sanych! How are you?" Teacher: “Do these people know Russian? (They know.) But they do not own the culture of oral and written speech. What can you say about people who speak or write like that? Developing the ability to "read" diagrams and determining the main goals and rules of communication (exercise 18). Analysis of the drawing-scheme. Formation of children's ideas about speech as a purposeful process. Answers to questions using key words and phrases must first be oral. Determining the choice of speech means depending on the situation of communication. In this case, students verbally describe the situation of communication. For example: "I talk to my friends (how?) quietly (when? under what conditions?)..., loudly (when? for what?), mockingly (under what conditions? why?)". For a written answer, you can choose one option, but always with a comment. For example: "I speak loudly to my friends if they are far away from me or if I want to draw attention to myself." Work on intonation corresponding to the situation of communication can be carried out in the form of the game “We are artists”. The teacher asks to say the same phrases 31
9 on behalf of different literary heroes: "When will you be back? I want you to come (come) early tomorrow." For example, when addressing: a) stepmother to Cinderella; b) the prince to Cinderella; c) Nastenka to her father (from the fairy tale " The Scarlet Flower» S. Aksakov); d) an old woman to an old man (from "The Tale of the Fisherman and the Fish" by A. Pushkin). Children need to realize that communication with different purposes involves choosing different intonations. Dictionary work ("Your Dictionary", p. 14). Delimitation of concepts oral speech”and“ written speech ”when working in pairs (RT, exercise 13) or on teacher questions. Work on developing a polite, respectful manner of communication with the interlocutor. Enrichment of students' vocabulary with words of speech etiquette (RT, exercise 21). Acquaintance with punctuation rules highlighting words of speech etiquette when reading Samovarov's message (p. 14). Recording proposals made by students when working in pairs (exercise 19). Pay attention to the placement of commas! Competition "Who knows more polite words?". The words of speech etiquette named by the students are written on the board and in notebooks. Comparison of polite and rude speech (PT, exercise 19). Working with the text of L. Tolstoy: determining the behavior of the characters, searching for polite words and words expressing the attitude of the characters to each other (RT, exercise 22). Work on the questions of the teacher: “For what purpose can a person turn to another person? Are the same types of offers used in this case? Reserve task (work in pairs): compiling oral dialogues on one of the selected topics (invitation to visit, talking about the past day off, about the most interesting event, etc.). Mandatory requirement to use the words of speech etiquette, words that convey a friendly attitude towards the interlocutor. Definition and explanation of spelling in the written words: hello, Alyosha, I'm sorry, please, I can't, thank you, congratulations, goodbye, Sasha. Teacher: “For what purposes do people communicate? How is spoken language different from written language? What should be 32
10 two people talking? What new words of speech etiquette did you learn in the lesson? Write down polite words and underline the spellings in them or perform ex. 20. Course of lesson 6 Teacher: “In what two forms can speech exist? (Oral and written.) Today we will talk about the requirements for oral speech. How would you define them?" Students' responses are heard. Determination of requirements for oral speech after independent reading of the text by S. Mikhalkov (exercise 21). Sentences at the end of the exercise are added and checked. Work on the technique of speech diction. Teacher: “What special works have people invented to practice diction?” (Patters.) Performing exercise in pairs. 16 from RT or work with tongue twisters written down by the teacher on the blackboard. There may be a competition "Best tongue twister". Finding non-literary forms of words or distorted words in the text of ex. 22 (sentences are written in corrected form) and RT, ex. 14 (with the replacement of "pseudo-words" by the words literary language). Work in the field of speech culture with words in which consonant combinations may not be pronounced the way they are written (RT, exercises 17 and 18). Draw the attention of students to the fact that in place of the letter combination LJ in modern language a hard long sound [zh] is more often pronounced, a soft long sound is still possible as an option, along with the solid pronunciation of this combination of letters in the words yeast, reins. It is important to achieve memorization of words in which the letter combination ch is pronounced as [shn]. Words with the letter combination ch must be written with partial transcription (boring [shn], on purpose [shn], of course [shn], scrambled eggs [shn], boring [shn], scientific [sn], final [shn]). Teacher: “What norms of speech culture did we meet in the lesson?” 33
11 Compose and write down sentences with words from RT, ex. 17. Course of lesson 7 Teacher: “There are certain norms in both oral and written speech. What are the requirements for writing? (Write without spelling errors, calligraphically correct.) What does oral speech consist of? How do we convey sounds in writing? Why are there mistakes in writing? (Sounds are not always unambiguously transmitted by letters.) “What sounds do we hear in the words water, please? How do we spell these words? Why?" Repetition of basic spelling and calligraphy when writing words on the board and in notebooks. Students explain letter combinations, find orthograms in words and explain them: cup, kittens, milk, Barsik, overeating, family, local, cool, Olga, closet, sleeve, fat. Competition "Who will make the best vocabulary dictation". Spellings are indicated on the board: a) checked unstressed vowels at the root of the word; b) consonants in the root of the word that are checked for voicing-deafness; in) uppercase letter in proper names; d) spelling of letter combinations zhi shi, cha cha, chu shu, chk, chn, schn. Each student chooses one spelling and writes a dictation, choosing words with this spelling. Dictations are heard in class and commented on. Work with the norms of speech culture in the analysis of the text of V. Golyavkin (exercise 23). After completing the task for the exercise, students are asked to find words in the text with spellings they know, write them out, choosing, where possible, test words. Teacher: “What norms of the culture of oral and written speech do you know?” (PT, exercise 15). Write out from the spelling dictionary given at the end of the textbook 5 words with unchecked unstressed vowels. 34
12 Text. Lesson 8 14 Lesson progress 8 Teacher: “Choose a word that will determine the topic of our today's lesson. What one word can be used to name such works of speech as a poem, a story, a note, a letter, an announcement? (This is a text.) Let's remember what a text is, what features it has. The definition of the terms text, theme and main idea of the text is specified when reading the dialogue between Samovarov, Anya and Vanya (p. 17). Comparison of the theme and the main idea of the text when working with the fable of L. N. Tolstoy (exercise 24). Development of a universal educational action comparisons in the analysis of the proposed titles to the text. Work with spelling on the instructions of the textbook. Definition of the main idea of the text (PT, exercise 25). Drawing up and writing a text plan. If there is time, the text can be retold according to the written plan. Additional task: find and underline the main members in the sentences of the last two paragraphs. Teacher: What is a text? What is the difference between the topic and the main idea of the text? Write a summary of the text ex. 25 from the RT according to the plan drawn up in the lesson. Lesson 9 Creating a problem situation on the issue of Owlet (p. 18). Students' answers are listened to with examples of texts similar in thematic focus, but differing in the main idea. It is assumed that children will independently work on selecting as examples of literary works known to them, which are the same in theme, but different in main idea. Comparison of the theme and the main idea of the two texts ex. 26. The theme of both texts is “Autumn”. Main Thought 35
13 of the first text: "Autumn is a beautiful season"; the second text: "Autumn is the most unpleasant time of the year". The titles chosen by the children for each of the texts should not reflect the topic, but the main idea. Analysis of text titles in ex. 25 of the textbook, predicting their intended content: “Which titles are simply called, what will be discussed in the text, and which ones express the most important thing that the author wanted to say?” The names are written in a notebook in two groups. Stories according to the proposed titles are first compiled orally. At the same time, it is necessary to ensure that stories are necessarily compiled both by titles that reflect the theme and by titles that reflect the main idea of the text. The teacher offers to compare the main idea of these texts in stories on the same topic and explain what determines the choice of the main idea of the work. Then the stories are written down. Additional task: find and write out words with unstressed vowels at the root of the word, with paired consonants in sonority-deafness and pick up test words for them. Teacher: "Can the texts have general theme but a different main idea? Prove it." RT, ex. 20. Lesson progress 10 Updating students' knowledge about three types texts (narration, description, reasoning). Reading the dialogue of Anya, Vanya and Samovarov (p. 19). Repetition of definitions of the three main types of text. The answers of the students are listened to, then the definitions are clarified when reading the rubric “Knots for memory” (p. 20). Comparison three texts(Ex. 27) by topic and type (the first text is a description, the second is a narrative, the third is a reasoning). The second of the texts is written off, the main members of the sentence are underlined, homogeneous members of the sentence are determined. 36
14 Oral work to determine the type of text (poem by A. Fet, exercise 28). Writing a poem from memory with spelling underlining. The competition for the best author is based on the results of work in pairs. Each pair orally composes three small texts of different types on one independently chosen topic. The texts are heard, the winners are determined. Teacher: “What types of text did we remember in the lesson? For what purpose is a text-description, text-narration, text-reasoning created? Compose a text (four to five sentences) according to the drawing for exercise. 28, determine the type of text. Lesson 11 Anya's question and Samovarov's answer (p. 21) inform students about the structure of the text: introduction, main part and conclusion. Finding the main parts of the text and determining their logical sequence (Ex. 30). Acquaintance with the concept of a text plan when reading Samovarov's message (p. 23). Restoring the order of the parts of the text according to the plan (exercise 30). Consolidation and expansion of knowledge about the main types of text on the question of the teacher: “Can there be parts in one text related to different types text? Working with text (exercise 29). The text type is set to narration, the text is supplemented with a description and recorded. Restoring the logical sequence of sentences, finding parts of the text, drawing up a text plan on the material of exercise. 23 RT. In the lesson, students insert and explain the missing letters, orally restore the desired sequence of sentences, find the introduction, main part and conclusion in the restored text, draw up and write down a text plan, orally retell the text according to the plan. 37
15 Teacher: “What parts does the text consist of? What is a text plan? Can both description and narration be found in one text? Write a paraphrase of the text. 23 from the RT according to the plan drawn up in the lesson. Task option: write a text about your favorite animal, so that it contains both a description and a narrative. Course of lesson 12 Teacher: “Today we will remember what main parts the text consists of, why we need a text plan, and write a presentation based on the story of K. Paustovsky “The Hare”. Reading the text of K. Paustovsky (Ex. 31). Work on the tasks of the textbook. The text can be retold, the last part of the story is written down. The second option is to write a textual presentation. Teacher: In what order should the parts of the text be arranged? Why do you need a text plan? Write out ex. 31 five words with verifiable unstressed vowels at the root of the word and three words with consonants paired in terms of voicedness-deafness at the root of the word. Choose and write test words. Course of the lesson 13 Organization of educational linguistic experiment on the instructions of Samovarov (p. 25). Before reading the text, students themselves try to answer the question posed by the professor, making assumptions about how texts of different functional orientations can differ. Analysis of texts of different stylistic affiliation (fields of use): scientific and artistic (Ex. 32). The second text should be written with commentary on spelling. 38
16 Clarification of the differences between the scientific and literary texts when reading Samovarov's message (p. 26). Practicing the skill of determining the stylistic affiliation of texts on the material of ex. 33. Teacher: “For what purpose are scientific texts created? What about literary texts? RT, ex. 26. Course of lesson 14 Teacher: “Today we will practice writing our own texts that can be used either in scientific or in artistic speech. Do you think these texts will differ in word choice?” Repetition of the differences between scientific and artistic text on teacher issues. Determining the scope of the use of words and phrases (exercise 34), work in pairs. Compilation of texts of different styles based on key word combinations. Comparison of texts related to speech of different styles (Ex. 35). Drafting own definitions texts related to different styles of speech. The subject of the object to be determined can be named by the teacher (“The city where I live”, “My favorite river”, “My favorite school subject", etc.) according to the model of exercise. 35. Students choose a topic and compose (oral) two texts different style. Then the compositions of the children are listened to, classmates determine the scope of use of each of the texts they have listened to. Teacher: “How can the texts differ? Why are scientific and literary texts created? Compose and write down two texts about the same event in such a way that one of the texts is scientific and the other is artistic. 39
17 Task option: write out from explanatory dictionary or from an encyclopedia a description of some animal or plant. Compose your own artistic text from four to five sentences about the same animal or plant. Prepare for the test based on the materials of the “Test Yourself” section on c (tasks 6 and 7). Lesson 15 Teacher: “Today you will do a test on the section “The World of Communication. We repeat and learn new things. Consider the purpose for which test papers generally". Students' answers are heard, attention is focused on the fact that the purpose of the test is to systematize and generalize the knowledge gained, to determine the degree of assimilation of individual topics in order to eliminate knowledge gaps in the future. Checking homework. When listening to the compiled texts, students determine their style (without the term) and the scope of the possible use of each text. The best stories can be included in the book-collection "Our Works". Carrying out control work 1st way. Assignments for written (or oral, at the discretion of the teacher) implementation are written on the blackboard by the teacher. 1. Complete the sentences: Dialogue is Talking to people is necessary 2. Write examples of speech etiquette words. 3. Complete task 6 (p. 29). 2nd way. Working with the text of task 7 (p. 30). The task is first performed collectively (orally). The text is read. The theme and the main idea are determined. A text plan is drawn up collectively, students retell the text according to the plan, and then write a presentation. Write out from your written retelling of the text words with unstressed vowels in the root of the word, checked 40
18 accent. Choose and write test words for them. Find a word with the spelling ch. Lesson 16 Teacher: "Today we will work on the mistakes made in the test." Repetition of knowledge about constituent parts text, about the belonging of the text to scientific or artistic speech. Compose, working in pairs, a story on the topic “How I would like to spend a day off” so that it contains an introduction, main and final part. Teacher: “What text did you get: scientific or artistic? Is there a description, narrative, reasoning in your text? Children's stories are heard and analyzed, best story recorded with spelling commentary. Working with text (the text is written on the board). I have a beautiful picture of a woodpecker on my wall at home. That's how she .. curled up ... once in the winter, we were walking through the woods with our children and saw a woodpecker in a dream. He was very smart. His back is black, his head is black with red spots..kami. On black wings..yah white spots..ki and p...gloss. I x..throw the body into the woodpecker sn..zhkom. But dad did not allow to scare the bird and offered to take a picture of it .. to take it. Don't scare the birds! Much more interesting to watch them. Title the text. Determine its theme and main idea, style (artistic) and type (narration with elements of description in the second paragraph). Find the introduction, main and final part of the text. Plan the text. Orally explain spelling. Write down the text if you have time. Teacher: “What rules for constructing a text have we learned? What spellings did you repeat? Write a story "How I would like to spend the winter vacation”, use text-narrative and text-writing. 41
LESSON DEVELOPMENTS PART 1 SECTION "WORLD OF COMMUNICATION" 1 INTERVIEWERS Lessons 1 2 Target settings of the lessons Subject: to explain the meaning of gestures, facial expressions and drawings for the transmission of information; compose and decipher
Teacher: "Which of the tasks of the control work seemed the most difficult?" Repeat any of the tasks of the section that caused difficulties in the performance of the test. Lesson 110 progress
1 Work program for subject"Russian language" in the 1st grade for the 2016-2017 academic year The results of the study of the subject personal results studying the subject "Russian language" are the following
APPENDICES APPENDIX 1 Planned learning outcomes for the course "Russian language", authors V. P. Kanakina, V. G. Goretsky Planned learning outcomes of the course ("Russian language", authors V. P. Kanakina, V. G.
T.M. Andrianova, V.A. Ilyukhina RUSSIAN LANGUAGE Approximate thematic planning study of educational material Grade 1 50 hours (5 hours per week, starting March 1) 1 lesson Topic of the lesson, pages of the textbook 1 Oral speech
Planned results of mastering the subject The graduate will learn: - to distinguish sounds and letters, - to characterize the sounds of the Russian language, - to know the sequence of letters in the Russian alphabet, to use
Characteristics of students' activities Sections Our speech (4 h) Characteristics of students' activities Highlight separate offers in oral and written speech. Compare and distinguish sentences (groups
Planned personal results Planned results of mastering the main educational program elementary general education(hereinafter the planned results) are one of the most important mechanisms
WORKING PROGRAM IN THE RUSSIAN LANGUAGE FOR THE 2B CLASS OF THE EMC "SCHOOL OF RUSSIA" 1.Planned results. The results of studying the course "Russian language" is the formation of the following skills: Substantive results
Calendar - thematic planning in the Russian language in grade 1 (50 hours) p / p Lesson topic Planned results Date Total number According to section 1 1 Acquaintance with the textbook "Russian language".
Calendar-thematic planning in the Russian language Grade 2 170 hours Date of the lesson (number of the school week) Name of sections and topics of lessons, forms and topics of control OUR SPEECH (3 H) Types of speech () 1 Acquaintance
Explanatory note This work program of the subject "Russian language" for students of the class of the municipal state educational institution "Bolsheokinskaya secondary school" was developed on the basis of
RUSSIAN LANGUAGE Textbook: V.V. Repkin, T.V. Nekrasova, E.V. Vostorgova "Russian language" Publishing house "VITA-Press", Moscow, 202 primary school
Thematic plan Names of sections and topics Total number of hours 1 We repeat what we know. 5 2. Speech. 4 3. Sounds and letters. 9 4. Vowels i, a, u after hissing. 12 Combinations chk, ch. 5. Alphabet. 2 6. Word and
P/n Date Calendar-thematic planning in the Russian language class 65 hours (33 academic weeks) Pre-letter period 3 hours Number of p / p Number of hours Date hours Teaching reading 4 hours Teaching writing 7 hours Adequate
Subject. Purpose: Equipment: Lesson 1 Requirements for oral and written speech, the importance of language as a means of communication, knowledge. repeat and expand students' knowledge about the forms of speech, their features, the requirements
The work program for the subject "Russian language" The work program for the Russian language for grade 1 is compiled in accordance with the provisions of the Federal State Educational Standard
Grade 3 (170 hours) I half-year (75 hours) 81 Distinguishing sentences according to the purpose of the statement: narrative, interrogative and incentive; on emotional coloring(intonation): exclamatory, non-exclamatory.
MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION "SCHOOL 6" (MBOU "School 6") DISCUSSED at the meeting Pedagogical Council protocol dated 05/30/2016 5 APPROVED order of MBOU "School 6" dated 228 dated 09/01/2016
P / p Calendar-thematic planning Russian language Grade 2 70 hours Date Calendar-thematic planning Number of hours Awareness of the purpose and situation of oral communication. Adequate perception of sounding speech.
Planned results of mastering the subject By the end of grade 4, the student will learn: to distinguish, compare, briefly characterize: - noun, adjective, personal pronoun, verb;
Work program in the Russian language Grade 4 Planned results in the subject "Russian language" Personal results of studying the Russian language in elementary school are: awareness of the language as the main
Calendar-thematic planning Grade 4 p / n Lesson topic Main content on the topic Notes 1 quarter (45 hours) Repeat learning new things (22 hours) 1 Voice communication. Spoken and written speech. concept
EXPLANATORY NOTE The work program in the Russian language MBOU NSh-d / s d.abdrashitovo for grade 3 is compiled on the basis of the following normative documents: Federal component of the state standard
Planned results of mastering the program The student will learn: to distinguish, compare, briefly characterize: paired and unpaired consonants in terms of hardness, softness, paired and unpaired consonants in terms of sonority and deafness
Municipal budgetary educational institution "Blumental main comprehensive school» «Reviewed» «Agreed» «I approve» for the 2014 methodological association Director of MBOU "BOOSH" August 28
EMC "School of Russia" "Russian language" ed. V.P. Kanakina, V.G. Goretsky Grade 1 Technological map 17 Topic Sounds and letters. Letter combinations ChK, ChN, ChT (1 hour). Letter combinations ZhI-SHI, CHA-SCHA, CHU-SCHU (3 hours). capital
RUSSIAN LANGUAGE EXPLANATORY NOTE The work program in Russian for grade 2 was developed on the basis of Sample program primary general education, the author's program L. M. Zelenina, T. E. Khokhlova
Thematic planning in Russian E class 36 hours (4 hours per week). n / n Quarter School week Topic Number of hours Testing and control work Revision (4 hours) I Introductory lesson. Acquaintance
Russian language
Explanatory note.
Document status
The program was developed on the basis of the federal state educational standard of primary general education, the Concept of spiritual and moral development and education of the personality of a citizen of Russia, as well as the planned results of primary general education.
general characteristics
A distinctive feature of the Russian language course is the communicative and cognitive basis, common with the course literary reading. The content of these two courses has a pronounced communicative-speech and cognitive orientation, covering three aspects of study mother tongue: language system, speech activity and literary text, which ensures the implementation of the system-activity approach in teaching.
The course program provides a holistic study of the native language through the implementation of three principles:
Communicative.
Cognitive.
The principle of personal orientation of training and creative activity students.
Teaching the Russian language on the basis of this program has a personality-oriented character, since it is built taking into account the level of development of the child's interests and his cognitive abilities.
The cognitive orientation of the program ensures the assimilation of the language as essential tool cognitive activity of a person, as a means of cognition of the world around and the development of speech thinking.
Great importance in the program is given to learning the language as sign system, since it allows you to pay attention to the interaction of the semantic (content) and formal aspects of speech, which fundamentally changes the system of language learning. Appeal to the semantic side of the language creates conditions for the harmonious development of figurative and logical thinking. This increases speech activity and functional literacy children, interest arises and appears careful attitude to the native language, its richness and expressiveness, develops verbal thinking students.
^ Learning objectives
The program is aimed at achieving the following goals:
familiarization with the basic provisions of the science of language;
formation on this basis, the sign-symbolic perception and logical thinking of students;
formation communicative competence of students: the development of oral and written speech, monologue and dialogical speech, also the skills of competent, error-free writing as an indicator common culture person;
^ The place of the subject in the basic curriculum
In accordance with the basic curriculum the work program was compiled according to the program of the authors L.F. Klimanova, T.V. Babushkina based on 5 hours per week, 170 hours per year . The program consists of sections of the course, topics of various training sessions. Each topic section has its own complex - didactic goal , in which special knowledge and skills. Construction principle work program implies integrity and completeness, completeness and consistency in the construction of units of educational material in sections, within which educational material distributed by topic. From the sections, a training course on the subject is formed.
^ Main content lines
The language material is presented on the basis of the federal component of the state standard of primary general education. The course of this program includes the following content lines: system of grammatical concepts related to the offer ( offer, types of offers, components of offers), by the way ( the composition of the word, parts of speech in their relationship with members of sentences), to phonetics (sounds, discharges of sounds, strong and weak position of sounds, analysis of a sounding sound and letters, designation of sounds by letters, etc.), as well as a set of rules that determine the spelling of words ( spelling).
Speech communication. Text
Communication skills and abilities. The ability to take into account the conditions of verbal communication, knowledge of the addressee, understand the purpose and topic speech utterance, maintain communication with the help of questions and auxiliary means (gestures, facial expressions), which show how the partner perceives what he hears; pay attention to the semantic side of speech and the verbal form of its expression. The ability to distinguish between verbal and non-verbal (auxiliary) means of communication. Understanding that language is the main means of verbal communication. Observation of communicative speech situations based on real communication, images of symbolic models and literary texts. Understanding role relationships and the goals of communication on the example of communication of literary characters (Aibolit and the fox, the hare, Uncle Fedor and the cat Matroskin, etc.) and in pairs (student - student, student - teacher, children - parents, etc.). The ability to establish friendly relations with a partner based on mutual understanding and respect. Monitoring the development of the situation, the manner of communication of the interlocutors;
identifying the attitude of the interlocutors to the subject of communication: friendly, hostile, respectful, dismissive, condescending, negligent, indifferent - and how this attitude of the interlocutor characterizes: cordial, cruel, polite, rude, friendly, etc. Observation of the target settings of the statement ( inform, ask, induce to action, express a feeling) in sentences that differ in the purpose of the statement (narrative, interrogative, incentive); making exclamatory sentences. The ability to listen and speak, the role of these processes in speech communication.
The relationship of oral speech with non-verbal means of communication (facial expressions, gestures, posture, intonation, pause). Improving oral speech at the phonetic, lexical, syntactic levels, based on knowledge of the language. Understanding the shortcomings of one's own pronunciation, the desire to eliminate them. The ability to listen to the speech of the interlocutor, that is, to conduct its elementary analysis (with the help of a teacher), to capture the main idea expressed in the speech, to ask questions, to comprehend the general idea of the statement. The ability to speak expressively, clearly, logically, clearly formulating a thought in verbal form; speak coherently at a normal pace, observing the necessary norms of orthoepy. The ability to listen and speak, the role of these processes in speech communication. The relationship of oral speech with non-verbal means of communication (facial expressions, gestures, posture, intonation, pause). Improving oral speech at the phonetic, lexical, syntactic levels, based on knowledge of the language. Understanding the shortcomings of one's own pronunciation, the desire to eliminate them. The ability to listen to the speech of the interlocutor, that is, to conduct its elementary analysis (with the help of a teacher), to capture the main idea expressed in the speech, to ask questions, to comprehend the general idea of the statement. The ability to speak expressively, clearly, logically, clearly formulating a thought in verbal form; speak coherently at a normal pace, observing the necessary norms of orthoepy. The ability to solve speech problems in the process of communication: to inform (inform, notify), approve (support, praise, confirm), object (dispute, criticize), explain (clarify, induce, prove, advise, approve, inspire).
Reproduction, retelling of what was heard with the help of supporting words, focusing on the main idea of the statement. Retelling the content of the read work (completely and briefly), compiling a description of your favorite toy, objects of animate and inanimate nature. The ability to find the right words, linking them into sentences and texts, eliminate stereotyped phrases and expressions, convey your attitude to what you heard. The ability to exclude from speech words with the meaning of disapproval (grimacing, skinny, hefty, etc.). Perfection monologue speech. Drawing up a story based on a series of pictures, on a proposed topic, based on personal impressions. Enriching children's speech with synonyms, antonyms, phraseological turns, sayings, proverbs. Understanding the role of the word in a literary text.
Text. Written form of communication. Understanding what writing and reading is written form communication. Representation of the text (connection of sentences in the text, its title, main idea, key words, main parts - beginning, middle, end), plan of the text. Description text, reasoning text, narrative text (acquaintance). Artistic and scientific texts (elementary comparison with the help of a teacher). Compilation and recording of small texts of a business nature: notes, telegrams, announcements, etc. Presentation of the text of the narrative according to an independent or collective plan, according to a series of drawings, questions. Writing short texts of a narrative and descriptive nature. Writing off various types of text. The ability to control the process of writing, checking your record with source code or sample.
Writing culture: writing letters, words, sentences in accordance with the rules of graphics and spelling.
Speech etiquette. Improving the ability to express a request, wish, gratitude, apology; congratulate, invite friends, correctly address the interlocutor and conduct a conversation on the phone. Rules of speech etiquette in public places, the formation of a culture of communication in all areas of a child's life.
Language in speech communication
Russian language - cultural value peoples of Russia. Language as a means (tool) of communication and cognitive activity. Elementary information from the history of the language.
The word and its meaning. The lexical meaning of the word, its connection with the sound-letter form; antonyms and synonyms, comparison of word meanings based on their models. The use of words in a figurative sense, the ambiguity of words. Origin of names, surnames; origin legends geographical names. Motivated word names (snowdrop, boletus, etc.). Work with dictionaries (explanatory, dictionaries of synonyms, antonyms).
Word composition. Word formation. Base and end. The role of the ending in the word. Consolidation of the concepts of "word root", "prefix", "suffix". single-root words and different forms of the same word (their comparison). Parsing words by composition.
The root is the main significant part of the word (includes the common meaning of all cognate words). Designation on the letter of unstressed vowels and paired consonants and unpronounceable consonants in the root of the word. Observation of the alternation of letters of consonants in the roots of words: river - river, snow - snowball, run - run.
A prefix is a significant part of a word; its role in word formation (functional aspect). Spelling of letters of vowels and consonants in prefixes: o, o, from, to, by, under, about, for, on, over, in, s, you, pere. Separating solid sign (ъ) in words with prefixes. Prefix and preposition (comparison).
Suffix as a meaningful part of a word; its role in word formation (chik, schik, in, etc.). Spelling of suffixes ik, ek.
Compound words are words with two roots (acquaintance). Observing the formation of new words.
The word is a part of speech. A holistic view of the parts of speech (on visual models). Classification of words by parts of speech (general meaning and questions as a means of highlighting it).
Noun. General value, questions. Assigning words like whiteness, running, happiness, thought, fog to a category
nouns based on the question and the general meaning of objectivity. Animate and inanimate nouns as groups of words that have their own common signs and questions. Proper and common nouns. capital letter in proper names.
Gender, number of nouns. Spelling of generic endings of nouns (sea, lake). Nouns used only in singular(leaf, honey, milk) or plural only
including (holidays, scissors, rakes). Changing nouns by numbers and questions (by cases). The concept of declension of nouns. Case recognition. Soft sign (ь) after hissing at the end of nouns female(mouse, rye) and its absence at the end of nouns male(key, ball). Formation of nouns with the help of suffixes. The role of nouns in sentences and speech.
Adjective. General meaning, questions. Changing adjectives by gender and number, connection with nouns. The concept of adjective declension. Adjectives with hard and soft stems. Spelling endings ij, oy, aya, ya, oh, her, ie, ye. Suffixes of adjectives (observation). The role of adjectives in sentences and speech.
Verb. General meaning, questions. Changing verbs by tense. Present, past and future tenses.
Verb endings in the past tense. Infinitive. Spelling of the soft sign (ь) after h in indefinite verbs. Observation of the change of verbs in persons and numbers. Spelling is not with verbs. The role of the verb in sentence and speech. Polysemy of verbs, direct and figurative meaning, the choice of a verb for the exact transmission of thoughts in speech. Pronoun. Personal pronouns (general representation). Observing the role of pronouns in speech (replacing repeated nouns with personal pronouns).
Numeral. General presentation. exercise in correct use forms of numerals in speech.
Pretext. General introduction to prepositions. Rule for writing prepositions with other words. Role observation
prepositions in phrases.
Offer. Phrase. Types of sentences according to the purpose of the statement (narrative, interrogative, incentive), according to intonation (exclamatory, non-exclamatory). period, exclamation point and question marks at the end of a sentence. The subject and predicate are the main members of the sentence. Secondary members of the sentence (without division into types), their role in the sentence. Offers common and non-common. Relationship of words in a sentence. The ability to raise questions and determine which secondary members of the sentence relate to the subject, and which to the predicate. Homogeneous members of the proposal (acquaintance). enumeration intonation. Comma in sentences with homogeneous members.
^
Basic requirements for knowledge, skills and abilities of students
Students should have an idea that the Russian language is a cultural asset, a great value of the Russian people; understand that language (words, sentences, texts) is the main means of communication between people, a means of helping to express a thought; pay attention to auxiliary means of communication: facial expressions, gestures, expressive movements, intonation, pauses, be aware of their role in the communication of cultured people; understand the essence of the speech model of communication: a partner in speech communication, the purpose and topic of communication, its result.
Students should know
:
The composition of the word: root, prefix, suffix, ending;
The main members of the sentence (subject and predicate);
Parts of speech: noun, adjective, verb, preposition.
Students should be able to:
Conduct syntactic analysis of sentences; determine their type according to the purpose of the statement and intonation, correctly designate punctuation marks in the letter; highlight the main and secondary members of the proposal, establish a connection between them on issues;
Indicate in writing the intonation of enumeration in sentences with homogeneous members;
Distinguish text from a set of sentences;
Determine the topic and main idea of the text; title the text
Establish links between sentences in the text;
Divide the text into parts, establish links between them;
Write sentences of 60-70 words according to a collectively and independently drawn up plan;
Recognize types of texts: narrative, description, reasoning;
Write (after preliminary preparation) a narrative essay based on a plot picture, based on personal impressions;
Write an essay description (after preliminary preparation);
Write dictation texts of 55-65 words, including words with studied spellings (indicate unstressed vowels, voiced and deaf consonants in the roots of words, dividing soft and hard signs, unpronounceable consonants, doubled consonants in the root, soft sign (b ) after feminine nouns hissing at the end, not with verbs; separate spelling prepositions with words; punctuation at the end of a sentence and when listing);
Properly transfer words with doubled consonants in the root, at the junction of the prefix and the root, with soft sign(b);
Competently, calligraphically correctly write off sentences, texts, words, check what is written;
Recognize parts of speech grammatical features(gender, number, case of nouns; gender and number of adjectives; tense and number of verbs);
Write words with unchecked letters;
Recognize synonyms and antonyms in the text;
Distinguish in the word its lexical meaning and sound-letter form; conduct sound-letter analysis of words;
Independently put stress in words.
^ Calendar - thematic planning in Russian for grade 3
according to UMK "Perspective"
(5 hours per week, total 170 hours)
| № n\n
| Lesson topic | Number of hours | Lesson type | Kinds learning activities | Characteristics of students' activities | Type of control | Homework | ||||||||||
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| ^ «WORLD OF COMMUNICATION. REPEAT - LEARN NEW» 1. Speech communication. Dialog. Interlocutors. (7 o'clock)
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| Speech communication. Dialog. Interlocutors. | 1 | KU | Front work Individual Job | Analyze speech model of communication: the speech of a partner (interlocutor) in speech communication, the purpose and topic of communication, its result. Control and adjust his statement depending on the situation of communication and readiness of the partner for the conversation. Use in communication in accordance with cultural norms, auxiliary means: facial expressions, gestures, expressive movements, intonation, logical stresses, pauses. Listen the speech of the interlocutor, i.e. conduct elementary speech analysis (with the help of a teacher), understand its main idea set questions. Speak expressive, understandable, logical, clear formulate thought in verbal form. Speak connected and at a normal pace, follow necessary spelling standards. Compose dialogues based on the rules of productive communication. | Frontal survey (FO), independent work (SR) | Uch. with. 4-5 RT exercise 3 | |||||||||||
| | 1 | UPZU | front work | FD | Uch. with. 6-8 RT exercise 7 | ||||||||||||
| Speech communication. Dialog. Interlocutors. (continuation) | 1 | UPZU | front work | FD | Uch. with. 8-9 + write out 10 words from the dictionary with nepr. bezud. vowel | ||||||||||||
| Speech communication. Dialog. Interlocutors. (continuation) | 1 | UNM | front work, pair work | FD mutual control | Uch. with. 10-12 RT exercise 10 | ||||||||||||
| Speech communication. Dialog. Interlocutors. (continuation) | 1 | UPZU | Pair work | FD mutual control | Remember and write down as many words of speech etiquette as possible | ||||||||||||
| Speech communication. Dialog. Interlocutors. (continuation) | 1 | UPZU | Individual. Job front work | FD | Uch. with. 13-15 Issue. from orff. words. 5 words with non-wireless vowel | ||||||||||||
| Speech communication. Dialog. Interlocutors. (continuation) | 1 | UPZU | front work | FD, SR | Uch. with. 16-17 | ||||||||||||
| 2. Culture of oral and written speech. (25 hours) |
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| Culture of oral and written speech | 1 | UPZU | front work | Choose Track Write Explain | FD | Uch. with. 18-20 | |||||||||||
| | 1 | KU | front work | FD | Uch. with. 20-22 T exercise 28 from the textbook | ||||||||||||
| Culture of oral and written speech (continued) | 1 | KU | front work | Choose language means depending on the situation of communication. Track for clarity of diction, the desired volume of voice, correct intonation. Write letters, words and sentences in accordance with the requirements of the rules of calligraphy. Explain meaning correct spelling words for better understanding of written speech. | FD | Uch. with. 22-25 T exercise 30 from the textbook | |||||||||||
| Culture of oral and written speech (continued) | 1 | KU | front work | FD | Uch. with. 26-27 | ||||||||||||
| Culture of oral and written speech (continued) | 1 | UPZU | front work | FD | Uch. with. 28 T exercise 40 from the textbook | ||||||||||||
| Culture of oral and written speech (continued) | 1 | UPZU | front work independent work | FD, SR | Uch. with. 29-32 | ||||||||||||
| Culture of oral and written speech (continued) | 1 | UPZU | front work independent work | FD, SR | Uch. with. 32-33 Compose and write a statement on any topic | ||||||||||||
| Culture of oral and written speech (continued) | 1 | UPZU | front work | Choose language means depending on the situation of communication. Track for clarity of diction, the desired volume of voice, correct intonation. Write letters, words and sentences in accordance with the requirements of the rules of calligraphy. Explain the importance of the correct spelling of a word for a better perception of written speech. | FD | Uch. with. 33-34 T exercise 45 from the textbook | |||||||||||
| Culture of oral and written speech (continued) | 1 | UPZU | front work pair work | SR mutual control | Uch. with. 34 T exercise 48 from the textbook | ||||||||||||
| Culture of oral and written speech (continued) | 1 | UPZU | individual work independent work | SR | RT exercise 42 | ||||||||||||
| Culture of oral and written speech (continued) | 1 | UPZU | front work individual work | Choose language means depending on the situation of communication. Track for clarity of diction, the desired volume of voice, correct intonation. Write letters, words and sentences in accordance with the requirements of the rules of calligraphy. Explain the importance of the correct spelling of a word for a better perception of written speech. | SR, individual. work on cards (IRK), FO | Uch. with. 35 T exercise 49 from the textbook | |||||||||||
Subject: Dialog. Interlocutors.
Goals: generalize students' knowledge about the main functions of communication; develop dialogue skills with based on drawings and life experiences of children.
Planned results: students will learn to draw conclusions about the importance of communication in human life; discover and formulate educational problem; evaluate the correctness of the action; control your actions.
During the classes
II. Work on the topic of the lesson
1. Introduction to the textbook
in front of you new textbook Russian language. Name the authors of the textbook. Full names and patronymics of the authors are indicated on the end page of the publication. (Klimanova Lyudmila Fedorovna, Babushkina Tatyana Vladimirovna.)
- Us. 3 read the appeal to the students of Professor Samovarov.
Why does every person need to know their native language? Read what Professor Samovarov says about this in his address. (Language helps us read books, talk with friends and even work together. Therefore, the better you know your native language, the higher the cultureyour speech, the more interesting it is for people around you to communicate with you.)
- How will the textbook "Russian Language" help us in our journey into the world of our native language? (He will tell you how the language lives and works in our speech, how it helps us communicate.)
- Us. 2 Consider the conventions. What kind of tasks will we do? (Work independently and in pairs, compare, perform tasks of increased complexity.)
- Find these symbols on the pages of the textbook.
2. Textbook work
S. 4
- Open your textbook on p. 4 and read the title of the section. (The world of communication. We repeat - we learn new things.)
- Read the topic of the lesson. (Interlocutors. Dialogue.)
- By convention, say what we will do in the lesson, that is, make a lesson plan. (We will read the dialogues, we will work in pairs, we will learn new words.)
- Let's remember for what purpose and for what people can communicate. (Children's answers.)
Ex. 1 (p. 4)
- Who communicates with whom, exchanges thoughts? List the topic of each conversation. (Children's answers.)
Speech allows you to exchange the necessary information, express your emotions, influence the interlocutor. Communication should be polite and friendly.
Ex. 4 (p. 5)
- Read the task. What should be done in the exercise? (Read, explain, write off and remember proverbs.)
(Children read, explain the meaning of proverbs, write off the text of the exercise. The teacher can complicate the task and invite the children to write off the proverbs in a certain order.)
Write the proverbs in the following order.
1) A proverb in which there is a word with a double consonant.
2) A proverb that has two adjectives.
3) A proverb in which there are words with b - an indicator of softness.
4) A proverb in which there is a word with the letter combination ZhI.
Complete the task, underline known spellings.
What do proverbs teach? (Children's answers.)
III. Physical education minute
IV. Continuation of work on the topic of the lesson
1. vocabulary work
Read the words written on the board. Highlight the stressed vowel. Name an unchecked unstressed vowel.
Hello, hello, together, here, then.
Write down the words, underline the vowel you need to remember.
Divide words into syllables and for hyphenation.
Match the first two words related words. (Hello, friendly. Health, health.)
2. Summer Experience Talk
Read the dialogue of Professor Samovarov with the guys in the textbook on p. 4.
Where was Anya in the summer? (Children's answers.)
Where was Vanya in the summer? (Children's answers.)
Read the entry from the explanatory dictionary about lexical meaning the word "Kremlin".
What Kremlin did Vanya see? (Moscow Kremlin.)
- Is there only a Kremlin in Moscow? (The Kremlin is in Smolensk, Tula, Kolomna, Nizhny Novgorod, Pskov, Astrakhan, Kazan, Tobolsk and other cities.)
- Write an oral story about your summer travel and adventure.
(Children make up stories and tell them in a group. The teacher listens to several stories, correcting speech errors.)
3. Textbook work
Ex. 2, 3 (p. 5)
- Write a short essay about how you spent your summer. This can be done by completing exercises 2 or 3. Read the tasks, choose an exercise. (On one's own.)
V. Reflection
What task were you interested in doing?
What didn't work?
Where did you make a mistake?
Who needs the help of a teacher or comrades?
VI. Summing up the lesson
Why do people need speech?
What can be the speech?
What tools help people communicate?
What spelling did you remember in class?
Homework
The page contains ready-made homework assignments for the GDZ in Russian, grade 3 of the workbook of the 1st part of the authors: Klimanova L.F. and Babushkina T.V. under the program Perspective. We hope they will be useful when performing homework In Russian.
Russian language grade 3. Workbook (part 1). Authors: Klimanova L.F., Babushkina T.V.
The world of communication. We repeat - we learn new things.
Interlocutors. Dialog.
Exercise 1 - Page 4
Consider the drawing. Tell us about the first of September, about the meeting of the guys. Use these questions.
- Where and when did the meeting take place?
- Who met with whom?
- What is the mood of the children?
Write down the names of the closest school friends with whom you especially
nice to meet you after the holidays.
Sasha, Marina, Valera.
Exercise 2 - Page 5
Read the lines from V. Berestov's poem " The First of September"
Poem by V. Berestov "The First of September" Answer the questions. Write down the answers. What do students rejoice on the first of September?
On the first of September, the students rejoice at the meeting with their classmates.
Why is the first of September both a joyful and a sad day at the same time?
The first of September is a joyful day because you meet friends, but at the same time a sad day because summer is over.
In which case, when answering questions, did you use oral speech, and in which case did you use written language?
Are there antonyms in the poem? Write them out.
Sad - cheerful, sad - rejoice, goodbye - hello.Definition. Antonyms are words with the opposite meaning: friend - enemy, cold - hot.
Exercise 3 - Page 5
Write down proverbs. Underline the spelling in the words.
X oro my friend G- consolation for du shea. Druz b I am known in trouble. There is no friend - so look, but on what l - take care.Definition. Spelling letters are called, the spelling of which must be explained by the rules.
Exercise 4 - Page 6
Read a second grade essay summer holiday. Find misspelled words. Write them correctly, underline the spelling. Think about why every work needs to be checked.
Exercise 5 - Page 6
Anya and Vanya decided to post their summer vacation stories on the Internet. But there was a glitch and the stories got mixed up. Orally restore both stories. Write one of them by inserting the missing letters.
Exercise 6 - Page 7
Read the proverbs. Be prepared to explain how you understand their meaning.
Write down the proverbs by filling in the missing letters.
By speech a yut person. Without tongue and dumb bell. kind word h e loveke that doge d o in drought. An affectionate word that a clear day. Conversation road cor about melts. Cr a the field is covered with millet, and the conversation is with the mind.
Culture of oral and written speech
Exercise 13 - Page 12
Explain to each other what oral and written language is. When and where is spoken language used? written language?
Add suggestions.
Oral speech is speech that sounds in conversation betweeninterlocutors, radio, television. Written speech is speech that can be seen in the bookjournal, statement, letter, notebook.
Words for choice: sounds in a conversation between interlocutors; on radio, television; can be seen in a book, magazine, statement, letter, notebook.
Exercise 14 - Page 13
Read the lines from S. Marshak's poem "That's how absent-minded." Why is it difficult to understand them? Underline in the speech of an absent-minded person words that are not in our language. Write these words correctly.
Dear Vagono respected! Carriagedear Dear! No matter what, I have to get out. Is it possible by the tram railway station stop?
Write the underlined words correctly.
Train driver, respected, tram, station.
Exercise 15 - Page 13
What are the qualities of oral and written speech cultured person? Pay attention to the words to choose from. Add suggestions.
A cultured person to speak (how?) is understandable. A cultured person writes (how?) without errors.
Words to choose: loudly, slowly, calmly, politely, competently, beautifully, without errors, clearly, understandably, legibly.
The manual presents lesson developments for the course "Russian language" for grade 3 educational institutions to UMK L\F. Klimanova and eoaut. educational system"Perspective" that meet the requirements of the Federal State Educational Standard for Primary General Education. The manual contains thematic planning of the course and detailed lesson notes that provide a holistic study of the native language through the implementation of communicative, cognitive principles learning and creative activity of students.
The publication is addressed to teachers primary school educational institutions, students pedagogical universities n colleges, students AND PC.
THE WORLD OF COMMUNICATION REPEAT - LEARN NEW
Lesson 1
Objectives: to summarize students' knowledge about the main functions of communication; to form the ability to conduct a dialogue based on drawings and life impressions of children.
Planned results: students will learn to draw conclusions about the importance of communication in human life; discover and formulate a learning problem; evaluate the correctness of the action; control your actions.
Equipment: task cards.
During the classes
I. Organizational moment
II. Work on the topic of the lesson
1. Introduction to the textbook
- Before you a new textbook of the Russian language. Name the authors of the textbook. Full names and patronymics of the authors are indicated on the end page of the publication. (Klimanova Lyudmila Fedorovna, Babushkina Tatyana Vladimirovna.)
- Us. 3 read the appeal to the students of Professor Samovarov.
Free download e-book in a convenient format, watch and read:
Download the book Lesson developments in the Russian language, grade 3, Vasilyeva N.Yu., Yatsenko I.F., 2014 - fileskachat.com, fast and free download.
- Russian language, Grade 3, Workbook No. 1, Mityushina L.D., Khamraeva E.A., 2014
- Russian language, grade 3, workbook No. 2 for the textbook "Russian language", Mityushina L.D., Khamraeva E.A., 2014
- Russian language, Grade 3, Notebook for independent work No. 2, Baikova T.A., 2014
The following tutorials and books:
- Russian language, Grade 2, Secrets of sounds and letters, Antipova M.B., 2012
- A practical guide for teaching children to read, Uzorova O.V., Nefedova E.A., 2014
- How to learn to write an essay-narrative, Reference and didactic material on the Russian language, grades 5-9, lesson planning, Truntseva T.N., 2007
Two heads and six legs; four walk, and two lie still
Self-esteem - what is it: concept, structure, types and levels
Cassandra's Path, or Pasta Adventures War on Earth and Underground