The syntactic role of an adjective in a sentence is a definition. With an inflorescence of marvelous words, I can easily determine! Technological map of the lesson

Topic: Adjective as a part of speech. The syntactic role of an adjective in a sentence.

Goal: Know:

Morphological features of the adjective

Its syntactic function in a sentence

Roles of the adjective in the text

Use adjectives in speech

Define morphological features adjective

Syntactic role in a sentence

Expand:

Information about the function of an adjective in a sentence

During the classes

I Organizing time

II Checking d / z

IIILinguistic warm-up

1. What groups can these words be divided into? Underline one of the groups with one line.

Root, prefix, verb, suffix, pronoun, adjective, ending, noun.

The root, prefix, suffix, ending are parts of the word (morphemes).

Verb, pronoun, adjective, noun are parts of speech.

2. Find an extra word in a group of words, underline it with one line:

1) definition, circumstance, subject,

2) adjective, predicate, object.

The adjective is a part of speech.

IVLearning new material

1. Work with text

What bird are you talking about?

How did you define it?

What words helped you recognize the woodpecker, although the name of the bird is never mentioned in the text? What questions do they answer? (adjectives)

To what part of speech do the words with the help of which such an exact and expressive description birds?

What words do they explain? (nouns)

2. Riddles

Himself scarlet, sugar,

caftan green,

velvet. (Watermelon)

Golden sieve of blacks

full of houses: how many

black houses -

so many white tenants. (sunflower)

What words help us solve riddles? (Names are adjectives.)

3. Poetic five-minute

What adjectives help the poet to figuratively draw a birch? Underline all adjectives in the text wavy line.

Such a means of expressive speech is called an epithet.

Disassemble the adjective sad. Choose synonyms for it, and then antonyms.

Write out from the text three phrases “adjective + noun” (with different nouns). Determine the number, gender, case of adjectives. What do they depend on?

White birch - singular, female, im.p.

On fluffy branches - pl., pr.p.

New silver - unit, s.r., tv.p.

4 Game "Make a word"

Compose a word by first completing a series of actions.

1. Take a prefix from a word that is a definition in a sentence It rained endlessly.

2. Add the subject of the sentence Fear took possession of him.

3. Add an adjective suffix charming and adjective ending red.

Got the word Fearless x/w

What phonetic phenomenon did you encounter?

Why is there two letters in this word?

Disassemble the word by composition.

5. Syntactic Five Minute

Sort sentences by sentence members:

Fearless birds bravely defended the swallow's nest.

The water in the lake is cold.

What is the syntactic role of an adjective in a sentence?

Definition, predicate.

What questions do adjectives answer? What are the adjectives that answer the question whose?

The possession of an object by someone.

6. Lexical work

Read the sentences and find definitions. Which of them show only the quality and property of the subject. And what else expresses the feelings of a person?

1. Approached quite boring time. (A. Pushkin)

2. Silk herbs will vanish. (S. Yesenin)

3. A yellow leaf flashes on the green of trees. (N.Grekov)

4. Our poor garden is crumbling. (A. Tolstoy)

Conclusion: adjectives can show not only the qualities and properties of an object, but also express a person’s feelings, his impressions of an object.

Subject: Russian language

Subject: The syntactic role of adjectives.

Tasks: contribute to the formation of ideas about the syntactic role of adjectives; contribute to the formation of calligraphic skills, spelling literacy, the ability to find a definition in a sentence, development logical thinking, speech, attention; contribute to the education of organization, activity, interest in the subject, careful attitude to nature.

Lesson type: non-standard.

Methods: reproductive, visual and illustrative, verbal, partially exploratory, problematic.

Lesson forms: Individual, group, collective.

During the classes:

1. Organizational moment.

2. Message topics, lesson tasks. Motivation:

Grammar, grammar!

Science is very strict.

You are my grammar

I will master a little I "

In what sense did the word "master" be used?

Pick up synonyms for this verb, (I will learn, I will learn, I will study, I will overcome difficulties, I will learn how to write correctly)

Do you want to learn it?

If so, I invite all of you and this wonderful country A grammar ruled by the King of Syntax, the Queen of Morphology and the Princess of Phonetics.

What do you think they will introduce us to today?

Princess Phonetics will provide an opportunity to remember about letters and sounds, Queen Morphology will remind you of parts of a word, parts of speech and the polysemy of words, and King Syntax will introduce us to the syntactic role of adjectives in a sentence. This means that we will learn what role the adjective plays in the sentence.

3. A minute of calligraphy.

Let's start with a minute of clean writing.

Open notebooks, write down the number, class work.

Let's play the game "The letter got lost."B, c, d, l, e, f, h - Describe the letter.

Write the letters, do the cursive exercise.

4. Spelling minute.

Talking streams played along the ravines.

What does played mean? Choose synonyms? (murmured, rang, ran, flowed)

What does talkative mean? (vociferous, cheerful, noisy)

When do you think it could be? (Spring)

Why? (Snow melts, streams run, nature awakens with the advent of spring).

What poems do you know about spring?

spring snow

Settling and melting

Its fragrance is indescribable

and slowly bloom

Fur flowers of our winters.

L.Martynov

5. Independent work by options: 1-2 rows.

Option 1: Form related words from the verb "played". Analyze words by composition.

Option 2: Form related words from the adjective "talkative". Sort the words by composition.(Front check).

Individual work on cards: 3rd row (deformed text in envelopes).

Compose sentences from disparate words, insert spellings, indicate parts of speech, cases of nouns. + adj., disassemble by the members of the sentence.

6. Frontal survey. 1-2 rows

What are the parts of a word?

How are the roots of single-root words written?

What is an ending?

What you need to know to write correctly unstressed endings nouns?

What do you need to know to correctly write the ending of adjectives?

What parts of speech do you know?

What part of speech are we learning now?

7. Dramatization of the fairy tale "Modest petitioners".

Listen and answer, why is it called a fairy tale?

Name Adjective: - Dear Nouns, let us into your possessions, we will help you, we will embellish everything so that you can’t take your eyes off!

Noun: - Please, lovely Adjectives. You can use our forms: gender, number and case. Let everything around become even more beautiful!

All: We serve together, we make friends together.

Teacher: So, who is called the Humble Askers in the fairy tale?

* Why?

* How does the adjective change?

* What determines the gender, number, case of adjectives?

Conclusion: What kind, number and case is the noun, what kind, number and case is the adjective.

8. Linguistic task - the game "Pick up the word."

(Indicate the gender, number of the adjective using signal cards)

* Sunny, fun day (m)

* Clear, cold weather (female)

* Gray, gloomy morning (cf.)

* School, spring break (pl.)

* oral exercise with signal cards in the selection of adjectives to nouns according to illustrative cards.

* Rooks (what?) white-nosed, black, (plural)

* Black grouse - capercaillie (what?) forest, (m.b.)

* Birds of guillemots (what?) Northern, (plural)

* Gopher (what?) steppe, (m.b.)

* Cranes (what?) migratory, (plural)

* Swallows (what?) nimble, sharp-winged, fast, (pl.)

9. vocabulary work by punch cards.Sn-weight, v-rona, n-tukh, s-nitsa, well-retz, s-lovey, v-r-bay.

Examination:

What is the "extra" word?

Name the words with a checked unstressed vowel, check them?

What is the word that has more letters than sounds? What are the nouns of the first declension? Make sentences using adjectives?

10. Written work.

Collective compilation of sentences from disparate words with a change in the number of adjectives.

Bird, on, flocks, homeland, fly.

Birds, cozy, nests, twist.

Many, destroy, ours, caterpillars, friends, feathered.

Writing sentences with students explaining at the blackboard. Analysis of the members of the proposal.

Conclusion: Adjectives in a sentence are definitions.

11. Reading an excerpt from N. Sladkov's story "Birds".

Selective letter.

Birds are children of the air, conquerors of the air ocean. They riseabove clouds and mountains, fly over seas and deserts.

Birds are the children of the rainbow: their feathers are painted in all conceivable and inconceivable colors. Birds are messengers of joy. Every year they bring spring to us on wings.

Self-examination with student comments.

12. Physical education. The sun is sleeping. The sky sleeps, even the wind does not make noise... Early in the morning the sun rose, sent its rays to you. Suddenly a breeze blew, clouded the sky and shook the trees. The rain pounded on the roofs. Drumming rain on the roofs, the sun is sinking lower and lower. Wag and hid behind the clouds. Not a single ray is visible.

13. Work with the textbook. Page 180. Students reading the rule about definition.

What is an adjective?

What role does the adjective play in the sentence?

What is a definition?

What questions does the definition answer?

How do we write a definition?

Ex. 678. Independent work. Write off. Sort by members of the proposal: Passed heavy rains. Rapid streams gurgle. friendly guys run to the ravine.

Self-test.

What is the definition? Ex. 683. Orally.

A sign of an object or phenomenon denotes a definition.

Whose and what? - the answers are simple, just missing a wavy line.

Conclusion: A definition can be a sign of an object and phenomenon.

14. Crossword "Weather".

Horizontally:

1. The painted rocker hung across the river. (Rainbow)

2. Without arms, without legs, knocking under the window, asking for a hut. (Wind)

3. There was a lanky, stuck in the ground. (Rain)

4. He dragged the gate warmly to the old man, he does not run himself, and does not order to stand. (Freezing)

2. Vertical:

The horse runs, the earth trembles. (Thunder)

Choose adjectives for the answers?

Make sentences with them.

15. Letter under dictation.

The earth is our home.

Take care of the natural world. What does it mean to protect nature?

Name the phrase adjective with a noun.

Determine gender, number, case.

16. The result of the lesson.

What country did we travel to?

What did Princess Phonetics, Queen Morphology, King Syntax introduce us to? What rolein sentence plays an adjective?

17. Homework. Page 181 ex. 682. Indicate cases of adjectives. Sort by members of the proposal.

Public lesson
in Russian in the 3rd grade
Topic: "The role of the adjective in
offer."
Goals:
 To form students' knowledge about the role
adjective in a sentence.
 Improve finding skills
definitions - as a minor member
suggestions.
 Consolidate students' knowledge of the name
adjective; about genres
visual arts.
 Develop spelling vigilance in
students, enrich oral and written
speech.
 Cultivate diligence,
independence, to instill interest in
subject.

1. Organizational moment. Emotional mood. Motivation.
During the classes.
Guys, listen, what silence!
It started at school.
We won't waste time
And let's get to work right away.
Today in the lesson, I invite you to imagine yourself as artists. people
this profession needs to be sensitive, attentive and very
susceptible.
2. Making notebooks. Recording the number, minutes of calligraphy.
A, a
watercolor
Phonetic analysis of the word:
paints
3. Vocabulary work: picture dictation.
I show pictures on the board, and you write down vocabulary words.

4. Statement of the problem. Knowledge update.
Today in the lesson an artist will help us, and what kind of artist is this, guess:

The whole world knows our artist.
The artist will paint any object.
Always answers questions such as:
Which? Which? Which? Which?
(Adjective)
So, in today's lesson, we will consolidate our knowledge about the name
adjective, and find out what its role is in the sentence.
Let's remember:
What is an adjective?
How can an adjective change?
(by gender, numbers and cases)
How to determine the gender, number or case of an adjective?
5. Formation of new concepts and methods of activity.
Our speech without adjectives would be like a gray painting
paint. Adjectives convey beauty and variety
the surrounding world.
Well, since we are artists, we must know the genres of fine art.
Guess what genre we're talking about now:
Painting depicting fruits, flowers and other
inanimate objects.
(still life)
Before you is a still life. Let's name the features of each item:

Lemon - by color, by shape, by taste (yellow, oval, sour)
Apple - by color, by shape, by taste (red, round, sweet)
Onions - by color, by shape, by taste (green, long, bitter)
In this task, which part of speech helped DEFINE the signs of each
subject?
Guess the following genre:
The image in the picture of a man.
(portrait)

I have a girlfriend. She has
long thick wavy hair.
high forehead and snub nose. When she
shy, then the cheeks become crimson.
She is a cheerful and kind girl.
Name the words that define the signs this person.
Do you think if the adjective helps us DEFINE
signs of objects in the sentence, then the main or minor member
it is?
Of course, it is a minor member in the sentence. A is called
he is a DEFINITION.
6. Dynamic pause.
A butterfly has arrived.
Sat on the pointer.
Try to follow her
Run through the eyes.
7. Formation of skills and abilities. Application.
And we have the next genre.
A picture or drawing depicting nature.
(landscape)

Independent work.
Find definitions in the text. Underline them with a wavy line.
It's a clear winter day. In January
the trees are dressed in white coats. Fluffy
snow hung on the branches of the Christmas tree. on rowan
burning scarlet berries. Float across the sky
fluffy clouds. Winter drew a wonderful
picture.
Mutual verification. Work in pairs.
8. Monitoring and evaluation of performance.
Work with signal cards.
Green card - the answer is YES
Orange card - the answer is NO
The adjective is a part of speech.
An adjective refers to an object.
An adjective denotes a feature of an object.
The adjective answers the questions WHAT TO DO? WHAT TO DO?
The adjective answers the questions WHAT? WHICH? WHICH? WHICH?
The adjective in the sentence is the main member of the PREDICT.
The adjective is a minor member in the sentence -
DEFINITION.
9. Reflection.
What are the colors in fine arts? (warm and cold)
Has come New Year. The symbol of this year is the rooster.
Let's paint this rooster yourself. If you have left after our lesson
warm mood, then use stickers of warm colors, and if cold
feelings, then stickers of cold colors.
Thank you for the lesson! You were great!

MORPHOLOGY

ADJECTIVE

An adjective is a part of speech that denotes a sign of an object and answers the questions what? whose?: cheerful, fox.

MORPHOLOGICAL FEATURES

Permanent signs- ranks of adjectives
Quality: Nice dress, green dress	Relative: Woolen dress	Possessive: Mom's dress, fox tail
Non-permanent signs
	Genus (in units)
Unit h.: ​​cheerful pl. hours: funny story stories	M. R.: weight - cf. R.: weight - f. R.: merry storytelling barking song
	M. and cf. R.
	Which? which? whose? whose? What? whose? Which one? whose? Which? which? whose? whose? What? whose? About what? about whom?	Which? whose? Which? whose? Which? whose? What? whose? Which? whose? About what? about whose?	Which? whose? What? whose? What? whose? What? whose? What? whose? About what? about whose?

SIGNS OF QUALITATIVE ADJECTS

Adjective parsing plan

I. Part of speech.

II. Morphological features:

1. initial form(Them. p., sing. h., m. R.).

2. Permanent signs: qualitative, relative or possessive.

3. Non-permanent signs: a) case; b) number; c) gender (only in singular); d) for quality: complete or short form; degree of comparison.

III. syntactic role.

Getting to know the basic concepts of the section

1. Tour of the textbook. Find in the content of the textbook topics devoted to the name of the adjective. What topics did you partially get acquainted with in elementary school?

2. Auction of knowledge. Consider the table. Name the terms and concepts known to you from the previously studied. Explain them. What terms correspond to them in Ukrainian?

3. Read the material in the table about the ranks of adjectives. Prove that the adjectives kind, cheerful, strong, brave, smart are qualitative. To do this, form and write down forms that are characteristic only of high-quality adjectives.

Sample. Short form: tasty - (what?) tasty;

Degrees of comparison: tasty - tastier, more tasty.

4. Word-building work. Form adjectives from these nouns: 1) relative; 2) possessive

1) Clay figurine - clay figurine, wool sweater, ice sculpture, villagers, wax sculpture.

2) Nightingale trills - nightingale trills, fox tricks, wolf teeth, squirrel hollow, bird's nest, flock of ducks.

5. Write down sentences. Indicate which parts of the sentence are adjectives.

1. Successful delivery of the ball decided the outcome of the match The day was successful.

2. My mood is wonderful. I saw a wonderful movie.

6. Read the plan for parsing the adjective. What morphological features of the adjective are new to you? Indicate the morphological features of the adjective in words about strong (boar), for clay (figurine), from nightingale (trills).

1. Read the words. What can be described using these adjectives?

2. Write out the words in pairs, dividing them into groups: 1) adjectives-antonyms, 2) adjectives-synonyms.

Cheerful, sad, enthusiastic, good-natured, cheerful, festive, upbeat, wonderful, sad, sad, nasty, dreary, anxious.

3. Describe your mood using appropriate adjectives. Explain why you feel this way.

211 Analysis of theoretical material

1. Read theoretical material about grammatical features adjective name. Mark the information you already know. What information is new to you?

2. Compare the materials given in the paragraph with the materials given on p. 94. What information is on p. 94, but missing from the paragraph? What information is not in the generalizing materials about the adjective on p. 94?

Adjective - independent part speech, which denotes a sign of an object and answers the questions what? whose? what?

The adjective denotes various properties and qualities that characterize an object by its size, shape, color, taste and other features: a tall tree, good mood, heavy rain.

Adjectives can denote signs that indicate the relation of an object to something, for example, to the material from which the object is made: a leather sofa. Adjectives can denote a feature of an object by its belonging to someone: a teacher's desk, rabbit ears.

Adjectives change by number, gender and case: high house, tall tree, tall tower, high buildings, high houses.

The adjective is put in the same gender, number and case as the noun it defines. The use of an adjective in the same gender, number and case as the noun it defines is called agreement: beautiful flower, beautiful rose, beautiful plant, beautiful flowers.

The gender, number, and case of an adjective are determined by the gender, number, and case of the noun with which the adjective agrees.

In a sentence, an adjective can be a definition, a predicate:

3. Take turns asking each other questions about the content of the paragraph. The questioner checks the correctness of the answer according to the textbook. The winner is the one who asks the last question.

1. Prove that adjectives agree with nouns in gender, number and case. To do this, make up the phrases noun - highlighted adjective. Write down the phrases, restoring the endings of the nouns. In brackets indicate the gender, number, case of nouns and adjectives.

2. Highlight the endings of nouns and adjectives. Designate the spelling "e, and in the endings of nouns."

1. Known: in the wind .., about the writer .., about the work .., from books ...

2. Wide: near roads... on the meadow .., oh gesture ...

3. Wonderful: about the weather .., in the mood .., about memories ...

3. Find a phrase in which the adjective is used in figurative meaning. Explain it.

Remember!

Require checking the ending of adjectives with a soft stem

To check the ending of an adjective, you need to put a question to the adjective from the noun to which

It applies. The ending of the question will tell you which ending

1. Write down phrases by adding the endings of adjectives. Write the question in brackets according to the model. Highlight the ending of the question and the adjective.

2. Specify gender. number and case of the adjective.

On a long road; century-old spruce; o odorous .. liquids; to the neighboring village; from fresh .. air; near thorny bushes; summer .. heat; in the inner yard; to the future .. housewarming: in blue .. far.

3. Make a word-formation analysis and analysis of the composition of the selected word. What is this way of word formation called?

1. Restore the sentences by inserting the necessary adjective from the reference material in the required form.

2. Indicate the spellings you know.

1. I love… and… the season. 2. A very ... song came from the corridor. 3…. the puppy saw me and immediately rose to ... paws. 4…. the shelf was littered with books. 5. In the dark, I stumbled upon something ... and .... 6. The gait of a baby's life ....

For reference: winter, summer; beautiful: small, rear; upper; prickly, large; clumsy.

3. Underline the adjectives as members of the sentence.

1. Read the text. What pictures did your imagination paint when you read it? Name the adjectives that helped you accurately and vividly see the picture described by the author. Title the text.

2. Read the text again, excluding adjectives. What do you think is the role of adjectives in the text?

The storm has begun. Prickly, fine and dry snow rushed right into my eyes. I was possessed by a strange, unpleasant and complicated feeling, which always seizes me when I cross large open spaces: fields, city squares and even long halls. It seemed to me that I was so terribly small and the field so terribly large that I could never cross it.

Sometimes I looked back and looked at the faintly flickering lights of the town in the distance. It kept me going. Finally, the lights disappeared at once, when I went down into the long one, flat plain. All around me was only a cloudy, whitish haze.

A. Kuprin

3. Divide among yourself the parts of the text that you will dictate. Read them, thinking about the meaning, especially punctuation. Dictate your part of the text to each other. Swap notebooks and check each other's work without relying on typed text. Exchange notebooks again and check your work against the typed text.

4. Underline the adjectives as members of the sentence.

1. Determine the gender of indeclinable nouns.

2. Write down the phrases adjective + noun using the reference material. Put the adjective in desired shape, agreeing with the noun.

Coat, lady, jelly, kangaroo, piano, maestro, highway, pony, UN.

For reference: spring, antique, virtuoso, delicious, wide, pretty, real, Australian, worldwide.

3. Make morphological analysis highlighted word

Test your knowledge

Write down the morphological features that you can identify with these adjectives (see the analysis plan on p. 95).

Welcoming (words) - ....

From a charming (smile) - ....

About a bold (act) - ....

Option 1. Expand the sentences by inserting appropriate adjectives. Highlight the endings of adjectives and nouns. Indicate spellings in the endings of nouns.

1. I live in ... city., (village). 2. I like to walk in ... the park ... 3. In the park ... the air, a lot of ... trees. 4. In our city., on ... the square .. there is ... a fountain. 5. In the center, many… shops…. buildings.

Option 2. Write a letter to a friend (girlfriend). Tell me about your hometown(village).

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Russian language lesson in grade 4 "The role of the adjective in the sentence." Compiled by: Glukhareva N.A. UMK: "Planet of Knowledge". Subject: Russian Lesson type: Lesson of discovery of new knowledge. Lesson building technology: problem-dialogical, group. Topic: The role of the adjective in a sentence. Purpose: to familiarize students with the syntactic role of adjectives in a sentence. Tasks: 1. Formation of subject skills: - find adjectives in a sentence, - distinguish between full and short forms of adjectives, - determine syntactic role adjectives - definition and predicate - use adjectives in speech. 2. Formation of metasubject skills: PERSONAL SKILLS: -accept and master social role student, - to establish a connection between the purpose of the activity and its result, - to realize the role of language and speech in human life. REGULATORY SKILLS: -prepare the workplace, -express one's assumption on the basis of the educational material, -together with the teacher and classmates, give an emotional assessment of the activity in the lesson, -pronounce the sequence of actions in the lesson, work according to the plan, -define and formulate the purpose of the activity in the lesson. COGNITIVE SKILLS: - find answers to questions based on their own experience, - navigate the knowledge system (find the boundaries of knowledge and ignorance), - navigate the handout. ANALYZE LEARNING MATERIAL: - draw conclusions about the joint work of the teacher and the class. COMMUNICATION SKILLS: - listen and understand the speech of others, - learn to work in a group, - formulate your thoughts orally, - convey your position to others. EQUIPMENT: - presentation in POWER POINT - "I know, I can" card (Appendix No. 1) - parts of the sentence (Appendix No. 2) - parts of the scheme (Appendix No. 3) - handout (Appendix "4) - parts of the text, adjectives - hints (appendix "5) PROGRESS OF THE LESSON. 1 Org moment. Solving didactic problems: 1. Preparation of students for work. 2. Creation of conditions for inclusion in activities. Now check, my friend, are you ready to start the lesson? Is everything in place, is everything okay? Books, pens and notebooks? Is everyone seated correctly? Does everyone caress? _So, we begin our lesson. “You are talented children, someday you yourself will be pleasantly surprised how smart you are, how much and how well you know how, if you constantly work on yourself, set new goals and strive to achieve them!” Today I wish you to be convinced of the correctness of the words of the French philosopher J._Jacques Rousseau. (slide with the words of philosopher No. 1) The students greet the teacher, guests and tune in to work and cooperation. UPDATING OF BASIC KNOWLEDGE. The solution of the didactic problem: updating the basic knowledge and skills. We live with you in the Urals, now it is winter_a wonderful time of the year, a lot of snow has fallen, tell us what kind of snow is it? (slide number 2) - using what part of speech did you describe snow? What do you know about adjectives? Share your knowledge with us! (Students remember everything. What they know about the adjective: what it means, what kind of speech it is, what questions it answers, how it changes. What it agrees with, what role it plays in speech, what it is in a sentence). FORMULATION OF THE LEARNING PROBLEM. The solution of the didactic task: providing motivation for the student to accept the goal of educational and cognitive activity. - I suggest filling out the card “I know. I can.” If you agree with the statement, put +, if not, - (Appendix No. 1 slide No. 3) Each student works with a card and thus determines his knowledge and ignorance. Who doesn't have all the benefits? What don't you know? (students formulate an answer, starting with the words: “I don’t know, I don’t know how.” FORMULATION OF THE PROBLEM, PLANNING. Solving the didactic task: creating conditions for formulating the goal of the lesson and setting educational tasks. Children’s answers are heard after working with the card, summarized and are brought to a conclusion. Students conclude that they do not know what short and full adjectives, not everyone can determine the role of the adjective in the sentence, in addition, it is clarified that the adjective is a minor member in the sentence. - what will you learn in the lesson? (what are short and full adjectives. What part of the sentence can an adjective be) - what is the topic of the lesson? (the role of the adjective in the sentence slide number 4) - I invite you to discover new knowledge yourself, so that as a result of our working together, all your minuses have become pluses! DISCOVERY OF NEW KNOWLEDGE. The solution of the didactic task: ensuring the perception, comprehension and primary memorization of knowledge, connections and relationships in the object of study. - from the scattered words, make two sentences (Appendix No. 2) B, blossomed, forest, flower, beautiful. In, beautiful, forest, flower. A beautiful flower bloomed in the forest. Beautiful flower in the forest! - find adjectives. Prove it. (beautiful, beautiful, the way they answer the questions what? different forms the same word, because the stems are the same, but the endings are different. The adjective "beautiful" is shorter. There are two forms of the adjective in Russian: full and short. (Students conclude that the adjective that answers the question “what?” is full, “what?” is short. A cluster opens (Appendix No. 3) Adjective What What is it? Full short - let's determine which member of the sentence our adjectives are. What assumptions do you have? - adjectives are secondary members of the sentence - we know this. Analyze the sentence A beautiful flower bloomed in the forest. Learn to make sure that the adjective minor member suggestions. - find grammatical basis in a sentence Beautiful flower in the forest! - learners are convinced that in this sentence the adjective is the main member of the predicate. MAKE A CONCLUSION. (The full adjective is a minor member, and the short one is the main predicate). Adjective What? what? Full short Minor member Major member? -What is the question? predicate - what is the name of this minor member of the sentence? -to find out, recognize the object by the signs that I will name: red, round, juicy, fragrant, sweet. - this is an apple. (open slide number 5) - what sign of an apple determines the adjective RED? ROUND? JUICY? AROMATIC? SWEET? Color Shape Juiciness Smell Taste -So, the ADJECTIVE DEFINES A sign of the subject! -how can you call the member of the sentence, which determines the attribute of the subject? DEFINITION. Adjective What? what? Full short Secondary member main member Definition predicate APPLICATION OF NEW KNOWLEDGE. Solving didactic tasks: 1. Establishing the correctness and awareness of the assimilation of educational material, identifying gaps, misconceptions, and correcting them. 2. Identification of the quality and level of mastery of knowledge. -Did you find out what parts of the sentence are adjectives? (based on the cluster, students pronounce new knowledge). What do you need to consolidate new knowledge? Practice identifying adjectives as members of a sentence. (slides No. 6-8). EXERCISE No. 1 (Appendix No. 4) - find adjectives in the sentence. Determine which part of the sentence they are. We work in groups. The sun pours warm rays on the earth. The air is clear and fresh. The voices of birds are heard in the forest. Students perform tasks in steps with self-examination according to the model. The cluster is supplemented by the question whose? Adjective What? whose? Complete Minor member Definition What is? short main member of the predicate - you have learned what members of the sentence can be adjectives, you know how to find and define them. Knowing and being able, what can be done? -APPLY! EXERCISE No. 2. (Appendix No. 4) Insert the missing members of the sentence. Glide across the sky (what?)……….clouds. Slightly sways the branches of trees (what?) ... .. breeze. The birches have spread their (what?) ... ... leaves. On the ground are visible (whose?) ... traces. (predicate) …….the first flowers. Students complete the task on their own, using an active dictionary. Then they do a mutual check in groups. If there are errors, correct them by explaining to each other. - I suggest filling out the card “I know, I can” in the second column; at the end of the lesson (slide No. 10) Each child works with his card and thus determines his new knowledge and skill. I hope all questions or minuses have become pluses? APPLICATION OF NEW KNOWLEDGE IN CREATIVE ACTIVITIES. The solution of the didactic task: ensuring the assimilation of new knowledge and methods of action at the level of application in a changed situation. -I suggest you read the story about our native region, the Urals. Our land is beautiful and unusual! (Slide No. 12) Rivers flow from the tops of the Ural Mountains. For many distances there are expanses of forests and taiga. Winter in the Urals is cold. Here you can see trees and shrubs that shimmer with silver frost. Animals and birds live in the forests and taiga. These are moose, wolves, capercaillie. Cranberries are reddening in the swamps. In the forests you can collect a basket of mushrooms. People live in the Urals. They know what patience, friendship and restraint are. Our Ural land is good! - students get acquainted with the text and come to the conclusion that the text is unsuccessful because it contains very few adjectives that could more fully reveal the beauties of our region. -what need to do? (insert the necessary definitions into the text, you can find them in the hints if you find it difficult). Children work in groups. -let's read what we got (from each group, the representative reads out the collective work, the entire text appears on the screen, you can title it if time allows) REFLECTION OF LEARNING ACTIVITIES. Solving didactic problems: 1. Analysis and evaluation of the success of achieving the goal. 2. Identification of the quality and level of mastery of knowledge. -Did you manage to describe the beauty and unusualness of the Ural region? - what helped you in your work? (slide number 17) CHILDREN ANSWER that adjectives make our speech colorful, figurative, bright, expressive, beautiful help to better imagine objects and phenomena! QUESTIONS FOR REFLECTION: So, you are convinced that adjectives are: full and short forms, in the sentence they are a secondary and main member of the sentence - the predicate and the definition. - I think that you are convinced that you are talented and smart children. You just need to learn how to apply your knowledge correctly. Good luck in achieving your goals! Thank you for the lesson! (slide number 18)