NATIONAL INSTITUTE OF EDUCATION Russian language Extracurricular activities T. A. Dikun interesting world education and spelling of words Grade 6 Teacher's Manual educational institutions with Belarusian and Russian languages ​​of instruction Recommended by the Scientific and Methodological Institution " National Institute Education” of the Ministry of Education of the Republic of Belarus Minsk “Narodnaya Asveta” 2010 UDC 373.5.016:811.161.5 LBC 74.268.1Rus D45 The series was founded in 2010 by Dikun, T. A. We plunge into the interesting world of education and praD45 spelling words: 6th grade . : a manual for teachers of general education. institutions from Belarus. and Russian lang. education / T. A. Dikun. - Minsk: Nar. Asveta, 2010. - 31 p. (Russian language. Optional classes). ISBN 978-985-03-1429-1. UDC 373.5.016:811.161.5 LBC 74.268.1Rus ISBN 978-985-03-1429-1 National Institute of Education, 2010 Design. UE "Narodnaya Asveta", 2010 CURRICULUM EXPLANATORY NOTE In accordance with the school curriculum, spelling in grades 5-7 is studied on the basis of a linear distribution principle. This means that the study of spelling is based on the students' knowledge of the course of phonetics, vocabulary, word formation, morphology. It is especially important for students to master the section “Word Composition and Word Formation”, since, without knowing the structure of the word, students will not be able to correctly apply spelling rules. This is due to the fact that more than 70 spelling rules (data taken from the studies of S. I. Lvova), selected by the school curriculum for study, 51 require a partial analysis of the composition of the word or elements of word-formation analysis. Therefore, the ability to properly produce morphemic analysis Words are essential for good writing. Since students are constantly faced in practice with the spelling of prefixes, roots, suffixes, endings, etc., knowledge of the laws of Russian word formation and the ability to determine common values word-formation morphemes are necessary not only to understand the grammatical system of the Russian language, to enrich vocabulary students, but also to a large extent are the guarantor of the normativity of written speech. The purpose of optional classes: to systematize students' knowledge of the composition of the word and word formation and, on their basis, improve spelling skills. Tasks: ♦ form an idea that each morpheme in a word has certain value; ♦ to develop in students the ability to see in the word the morphemes that make it up, and on the basis of this to develop spelling skills; ♦ promote the intensive development of language flair; ♦ improve students' creative and communication skills. The program of optional classes is based on the Russian language curriculum and is designed for 35 hours. The program is based on the principle of inter-level and intra-level connections, communicative principle, structural and derivational principle. CONTENT OF OPTIONAL LESSONS Repetition is the mother of learning (3 hours) Repetition of what was learned in the 5th grade (1 hour). Functions of morphemes in a word. Types of morphemes: formative and word-formative (2 hours). Go to the root! (11 hours) The root is the main significant part of the word. Single-root words (1 hour). Spelling of roots with checked and unchecked vowels (1 hour). Spelling of roots with verifiable and unverifiable consonants (2 hours). Writing letters b and b (2 hours). Spelling roots with alternating vowels o-a, and-e, po-i - im, po-i - in (2 hours). Spelling of vowels after hissing and c at the root of the word (1 h). Writing nouns with the root half- (semi-). Writing compound words. Addition of the basics (2 hours). Mysterious prefix (4 hours) Prefix as a significant part of the word. Prefixed way of forming words. Synonymous prefixes (1 hour). Writing immutable prefixes; prefixes ending in s-s (1 h). Spelling of prefixes pre- and pre- (2 hours). Tireless worker (8 hours) Suffix as a significant part of the word. Suffix Meanings (2 hours). Spelling of noun suffixes -ek-, -ik-, -chik-, -schik-, -ets-, -its-. Suffixal, prefixed-suffixal ways of forming words (4 hours). Spelling of adjective suffixes -k-, -sk-, -n-, -enn-, -onn-. Writing letters o-e in suffixes of adjectives (2 hours). 4 Mysterious ending (5 hours) Ending as part of a word. Zero and materially expressed ending (1 hour). Spelling case endings nouns and adjectives (2 hours). Spelling of case endings of numerals (2 hours). Summing up (2 hours) Repetition of ways of forming words and spelling of morphemes (2 hours). Backup hours (2 hours). Ways of activity. In the process of conducting classes, various forms of activity can be used: writing essays-discourses on a linguistic topic, taking notes, compiling summarizing tables, algorithms, crossword puzzles, solving test problems, competitions for the best creative work, discussions on topical issues word formation and spelling, a journey into the "World of Entertaining". Educational and language skills in word formation: distinguishing morphemes and identifying them as part of a word, highlighting the stem of a word, endings, finding a connecting vowel in a word; selection of synonymous and antonymous morphemes for the word; selection of single-root words; delimitation of roots with alternating vowels, checked and unchecked by stress; word-formation analysis and word analysis by composition. Educational and language skills in spelling: spelling of invariable prefixes do-, on-, re-, in-, vz-, s-, prefixes pre- and pre-; spelling of roots with alternating vowels o-a, i-e, a / i - im, a / i - in; roots, checked and unaccented; spelling of suffixes of nouns, suffixes of adjectives; writing case endings for nouns, adjectives, numerals; difficult words. Communication skills: interpretation of the lexical meaning of a word based on morphemic analysis, use of synonymous morphemes for a more accurate expression of thought; creation of reasoning essays on a linguistic topic, argumentation of evidence. Expected results The course is of a differential-systematic and practically oriented nature, that is, it should provide students with the acquisition of a system of knowledge. As a result of the systematization of knowledge on the composition of the word, word formation and spelling nominal parts speech, students should form an idea of ​​​​Russian spelling and word formation as a system. A MANUAL FOR TEACHERS FOREWORD According to scientists, spelling skills develop slowly, and sometimes not every student can master spelling in a short time. Therefore, spelling is taught gradually, according to the linear distribution principle, simultaneously with other sections of the language. The relationship of spelling with other sections of the language is due to the very nature of writing. In order to write a word correctly, you need to master the knowledge of all language system. It is necessary to clearly distinguish between sound and letter, stressed and unstressed vowels, deaf and voiced, hard and soft consonants, the laws of stunning and voicing of consonants, so that, for example, one does not write flu instead of a mushroom, heartless instead of heartless. It is equally important for writing to distinguish between parts of speech. So, depending on what part of speech it is, one should distinguish between the spelling of the noun burn and the verb burn, adverbs away and a noun with a preposition away. However, without knowing the composition of the word, you can do the most a large number of spelling mistakes. The formation of skills, and especially skills, is a complex and lengthy process. This is especially true for teaching spelling. Despite the fact that enough attention is paid to teaching spelling at school, the number of errors in the written work of students does not decrease. The reasons for this are various: both the inability of the students themselves to delve into the problems of the language, and the lack of working time in the lesson. To expand the time limits and help students understand the problems of writing, this elective is offered. Its purpose is to consolidate knowledge about the composition of the word and word formation and create a theoretical and practical basis for the formation of students' spelling skills. More than seventy spelling rules are studied at school, and two-thirds of them are based on knowledge of the structure of the word, so in the student manual there is no clear boundary between the study of 7 word composition and spelling. Tasks are most often intertwined, sometimes turning into a conversation about the laws of the language, its traditions, problems. Realizing that sixth graders are not yet ready to perceive difficult questions word formation, we selected simple tasks, entertaining texts and exercises about the problems of word formation and spelling. The manual for students is conditionally divided into several sections: “Repetition is the mother of learning”, “Look at the root!”, “Mysterious prefix”, “Indefatigable worker”, “Mysterious ending” and “Summing up”. In each section, there is a discussion about the composition of the word and spelling rules writing roots, prefixes, suffixes, endings. Topics for extracurricular activities and rough planning hours Topic 1 Repetition of what was studied in the 5th grade 1 2 Types of morphemes and their functions in the word 2 3 The root is the main significant part of the word. Single-root words 1 4 Spelling of roots with checked and unchecked vowels 1 5 Spelling of roots with checked and unchecked consonants 2 6 Writing of letters ь and ъ 2 7 Spelling of roots with alternating vowels o-a, i-e, a / i - im, a / i - yn 2 8 Spelling of vowels after hissing and q in the root of the word 1 9 Spelling of nouns with the root floor (semi-). Writing difficult words. The addition of the basics. Test 2 Prefix as a significant part of the word. Prefixed way of forming words. Synonymous prefixes 1 10 8 Hours Continued Topic Hours 11 Writing invariable prefixes; prefixes ending in z-s 1 12 Spelling of pre- and pre- prefixes 2 13 Suffix as a significant part of the word. Meanings of suffixes 2 14 Spelling of suffixes of nouns -ek-, -ik-, -chik-, -schik-, -ets-, -its-. Suffixal, prefixed-suffixal ways of forming words 4 Spelling of suffixes of adjectives -k-, -sk-, -n-, -enn-, -onn-. Writing letters o-ё in suffixes of adjectives 2 16 Ending as part of a word. Zero and materially expressed ending 1 17 Spelling of case endings of nouns and adjectives 2 18 Spelling of case endings of numerals 2 19 Repetition of ways of forming words and spelling of morphemes. Examination 2 Reserve hours for examinations 2 Total 35 15 Section I REPETITION - THE MOTHER OF LEARNING (3 hours) Purpose: to teach to distinguish between the lexical and grammatical meanings of words. To form in students the idea that all morphemes carry a certain meaning, and on the basis of this, teach them to understand the language information contained in each morpheme, to correctly identify morphemes and, based on this knowledge, write correctly. Theme 1. Repetition of what was learned in the 5th grade (1 hour) At the first optional lesson, students will remember such concepts as the lexical and grammatical meanings of words, practice finding root words and forms of the same word (exercise 1). Performing ex. 2 and 3, they'll remember what grammatical forms have different parts speech. In preparing students for the implementation of ex. 4 it is necessary to draw their attention to the meaning of the word white: 1) the verb in the form of the past tense female; 2) a noun. Execution of ex. 5, 6 and 7 contributes to the development of students' speech. These exercises are done in class oral, and the compilation of a fairy tale can be the fruit of collective labor. It should be recalled that in the elective course we do not set homework, but solve all questions in the classroom. Topic 2. Types of morphemes and their functions in a word (2 hours) During the 2 hours provided for the study of this topic, students will practice dividing a word into morphemes. At the same time, extremely necessary knowledge that morphemes are meaningful parts of a word. Since the elective is an association of language lovers, the manual includes small texts about famous linguists. In this section, students will learn about J. A. Baudouin de Courtenay. Help the teacher! Ivan Alexandrovich Baudouin de Courtenay (1845-1929) - the largest Russian and Polish linguist. Baudouin de Courtenay made a revolution in the science of language: before him, linguistics was dominated by historical direction, and languages ​​were studied exclusively on written monuments. Baudouin argues that the essence of language is in speech activity, and encourages the study of living languages ​​and dialects. Only in this way can one understand the linguistic mechanism and verify the correctness of linguistic descriptions. The importance of this new approach to language learning can be compared to the role that natural sciences the principle of experiment plays: without experimental verification, a theory is dead. Baudouin de Courtenay himself has been studying various Indo-European languages, which he masters so much that he writes his works not only in Russian and Polish, but also in German, French, Czech, Italian, Lithuanian and other languages. Attentive to the facts of living languages, Baudouin at the same time believed that the most important thing in linguistic descriptions is the reflection of the systemic nature of the language, "grouping according to oppositions and differences." Such a combination of rich linguistic material and a systematic approach to its description allowed Baudouin not only to give deeply faithful "portraits" of various languages ​​and dialects, but also to make generalizations, without striving for which, according to him own words"No true science is conceivable." Baudouin de Courtenay was distinguished by innovative thought and courage in expressing new ideas. With due respect for the achievements of his predecessors, he, however, did not hesitate to reject everything routine that interfered with the development of science, and put forward provisions that struck his contemporaries with their unusualness. When studying language, Baudouin did not close himself within the framework of linguistics. On the contrary, he believed that linguistics should be based on the achievements of psychology and sociology, which full study linguistic facts is impossible without referring to the data of ethnography, archeology, cultural history. All this Baudouin did not just declare, but practically implemented in his works, upon acquaintance with which the breadth and depth of the author's knowledge in various fields is amazing. The early maturity of Baudouin de Courtenay as a scientist is striking. Famous encyclopedic Dictionary Brockhaus and Efron, in a volume published in 1891, calls the 46-year-old Baudouin de Courtenay "one of the outstanding contemporary linguists." Baudouin himself was unusually humble person. About himself, for example, he wrote that "he was distinguished by unsatisfactory scientific training and little knowledge. Having lived a long life full of scientific research and creativity, I. A. Baudouin de Courtenay contributed invaluable contribution to the science of language. He was ahead of his time, and many of his ideas began to be developed in depth in linguistics only decades later*. Of particular note is ex. 11, because it deals with the meanings of some suffixes and prefixes. It is advisable, after reading the text, to invite students to write out morphemes in groups and try to remember their meaning. Next, you can ask students to name other prefixes and suffixes known to them and their meaning. These can be: the prefix v- (run in), indicating movement inward, you- (run out) - the antonym in meaning to the prefix v-. To make it clearer and more interesting, you can draw a house on the board and use arrows to depict the meaning of such prefixes as do- (run), o- (run around), for- (run), y- (run away), you- (run out) , in- (run in), etc. Should interest students and ex. 12, in which it is required to find errors in parsing words. When analyzing the word collector, one should pay attention to the meanings of the suffixes that make up it, and invite students to give examples of other words with the same suffixes (teacher, educator, writer). It is also useful to find out the meaning of the prefix co-: “rapprochement, connection, bonding of something” - and pick up other words with this prefix, for example: meeting, constellation, connection. It is advisable to tell students that the prefix also has other signs * “Encyclopedic Dictionary of a Young Philologist” / M.V. Panov. M .: Pedagogy, 1984. 12 definitions: “complicity, accompaniment” (interview, accompany); "mutual connection, compatibility" (brother, co-author). Before proceeding with ex. 13 and 14, we repeat with students the alternation of sounds according to the table. Then it will be easier for students to restore intermediate words in the word-building chain. S e c t i o n II "SEE AT THE ROOT!" (11 hours) Purpose: to form in students the idea that the root is the main significant part of the word; introduce free, connected and homonymous roots; to teach to see the alternation of letters in the roots of words; develop spelling skills. Topic 3. The root is the main significant part of the word. Single-root words (1 hour) Title of the section “Look at the root!” - this is an aphorism of Kozma Prutkov (the collective pseudonym of a group of Russian writers, which included A.K. Tolstoy and the Zhemchuzhnikov brothers), denoting a playful call for a deep, careful study of the essence of phenomena. Since students begin to actively study word formation, you can tell them about linguists who have made an invaluable contribution to the science of language (G. O. Vinokur, N. M. Shansky, V. V. Tikhonov). It is necessary to tell students about word-formation and etymological dictionaries. Help the teacher! Grigory Osipovich Vinokur (1896-1947) - for a modern linguist, he is primarily a "classic" of word formation. After reading his "Notes on Russian Word-Formation" (1946), it is already impossible not to understand the difference between etymological and word-formation analysis, between words related by linguistic kinship - real and lost, forgotten. He was the instigator of a dispute about the rules for drawing boundaries between morphemes in a word - the famous "dispute about boiled pork", from which whole line concepts of modern morphemics. But to call 13 G. O. Vinokur a specialist only in word formation is unfair. He was a philologist in the broadest sense of the word. During his very short life for a scientist, he was engaged in almost all types of philological activities: he was a translator, a newspaper journalist, an editor, a publisher, and therefore a textual critic, a critic (his first appearance in print was about Mayakovsky's poem "A Cloud in Pants") , a tireless lecturer and propagandist of philological culture, taught students of Moscow University a dozen philological subjects. Philology, according to Vinokur, is a community of sciences that have a common concern - reading and interpreting the text. Such philological work requires an impeccable knowledge of the language at the level of the age and the most advanced linguistic achievements, a deep understanding of the culture, literary predilections of the era in which the text appeared, and much more*. Talk about root like structural unit, its significance, methods of selection, it is advisable to start either by reading the text of ex. 16, or the story of the teacher himself about how to determine the root in the word. Help the teacher! How to find the root in a word The root is the center of the word, its focus. Getting acquainted with a new word, we try to mentally find its root in order to better understand the meaning of the word. There are no words without a root! A word may not have suffixes, prefixes, endings, but there is always a root! In many cases, "search" for the root is not required, but this applies to cases where the word consists of only a root and one suffix or one prefix. In the words day, table, water, write, stone, urban, it is very easy to find the root. But in such widely used words as a teacher, justice, fascinating, tension, etc., it is impossible to name the root “on the fly”, and you can’t do it ... The definition of the root is connected with the implementation of a number of rules and with their strict sequence. It is useful to make such a comparison. * Encyclopedic Dictionary of a Young Philologist / M. V. Panov. M.: Pedagogika, 1984. 14 There is a matryoshka doll, it consists of several dolls that are inserted into one another, so the dolls must be of different sizes: each subsequent one must be smaller than the previous one. Is it possible to immediately take out the smallest doll from the nesting doll? No, you need to gradually release each doll, and only the penultimate doll will contain the smallest doll. So it is in the word. First you need to find the ending, then the suffixes and prefixes, and the part of the word that is no longer divisible will be the root. Take the word teacher. Changing the word by case, we find the ending (teacher, teacher, teacher, etc.). End - a. Then we find the suffix. It should be remembered that a suffix can be separated only if the word exists without it and does not lose its family ties. In the word teacher, the suffix -nits-, since if it is “cut off”, it will remain full word teacher who keeps semantic connection with the word teacher. The fact that we correctly identified the suffix -nits- is confirmed by the words teacher-nits-a, writer-nits-a, liberators-a, which have exactly the same suffix. The word teacher also has a suffix. Comparing this word with the word teach, we find the suffix -tel-, which is also present in the words teacher, builder, inventor, performer, liberator. In the verb to teach, we separate the suffix -t-, it remains to teach-, this part of the word is no longer divisible, therefore, this is the root - the indivisible part of the word, the same small doll that we took out of the nesting doll. Therefore, it is quite fair Great words famous Soviet linguist M. V. Panova that such an analysis instills in us the confidence that the language, polished, cut by the people, is rationally arranged, that its analysis is also a reasonable and purposeful operation*. Ex. 16 will allow students to consolidate the knowledge acquired in previous lessons (remember the word collector), will help to master the basics of word-formation analysis. * Ivanova V. A., Potikha Z. A., Rosenthal D. E. Interesting about the Russian language: a guide for the teacher. L .: Education, 1990, S. 47. 15 Implementation of exercise. 17 can be accompanied by a tennis ball, which students will throw to each other after pronouncing the next word from the text of the exercise. Such an organization of work will bring revival to the extracurricular activities, which are usually held after school hours. Before executing ex. 18, students should be reminded what homonyms are, despite the fact that they got acquainted with this concept in the lessons of the Belarusian language. For ex. 21 text was not chosen by chance, I wanted to draw the attention of students to this tale. Perhaps one of the children will be interested in it and read it in full. After reading the passage, you can continue the writer's thought that not only the heart, but also the eyes can be sharp-sighted. And the one who is vigilant in both is an extraordinary person. He is capable not only of noble deeds, but he is also capable of such a difficult section in the Russian language as "Spelling". Answer to the task ex. 22 can be found in the text of the exercise itself: train, train, coach. Working on this topic, students fix the spelling of those spellings that they studied in the 5th grade. We offer a variety of exercises, performing which students repeat spelling and consolidate knowledge of the composition of the word. Topic 4. Spelling of roots with checked and unchecked vowels (1 hour) For learning this topic is one of the most difficult. The analysis of student work allows us to come to this conclusion, which indicates that students make the largest number of mistakes in writing spelling checks. The reason lies not only in the fact that students cannot pick up the test word due to underdevelopment speech, but also in the fact that they are sometimes not accustomed to looking for a test word, in other words, they do not know how to work with a spelling, they do not see the morpheme in which it is located. For the formation of the ability to see the spelling, students are offered a variety of exercises. 16 Performing ex. 23, students will learn about related roots, such as the root -y- in the verbs to put on shoes, take off, the root -t- in the pronouns that, that, those, the root -n- in the verbs to raise, hug, accept. Special attention is required for ex. 25, 34, 37. To better memorize vocabulary words, you can use various mnemonic techniques: ♦ rhyming, as in famous poem V. Sapgira: What kind of “whether”? What is "mon"? There is no sense in the sounds, But you barely whisper: “Lemon”, - It will immediately become sour; ♦ spelling colors: engineer, crimson; ♦ drawing; ♦ non-linguistic associations, i.e. comparison of the studied word with other non-single-root words, for example: I am writing a herbarium, like a coat of arms; balcony like a beam. Ex. 26 is a vocabulary and spelling dictation with a continuation. Students are invited to choose not test single-root words, but single-root words with an unstressed vowel position at the root of the word. It is more difficult for students to complete such a task, because the ability to select words already indicates the level of development of students' speech, their ability to determine the meanings of words. It will be difficult for students to complete ex. 29, it is useful to do it under the guidance of a teacher. Students should be explained that in the Russian language there are enough words that are not always divided into morphemes and are non-derivative. In this exercise, these are raspberries, currants, lingonberries, cloves, strawberries, boiled pork. It can be said that the word currant goes back to the Old Slavonic word currant - “strong smell”, lingonberries are formed from the disappeared adjective brusn - “red”, baked ham was formed from vuzhenin (vudity - “dry, smoke”) *. * Shansky N. M., Ivanov V. V., Shanskaya T. V. Brief etymological dictionary of the Russian language. M.: Education, 1975. 17 Topic 5. Spelling of roots with verifiable and unverifiable consonants (2 hours) It is advisable to start any lesson with a repetition of the theory that is given in the manual in a compressed form. Then a practical task is performed, which can be supplemented, for example, by determining the lexical meaning of a word from a dictionary. You can ask students to make a crossword puzzle from vocabulary words. Compiling crossword puzzles helps memorize the meaning of the word and its spelling. The information presented in the “It's interesting!” heading allows you to find out the history of the origin of the first part of the compound word polyclinic. In the Brief Etymological Dictionary of the Russian Language by N. M. Shansky, V. V. Ivanov, T. V. Shanskaya we read: “Polyclinic. Loans. In the twentieth century from fr. polyclinique is a re-registration by analogy with words in poli (cf. polyglot) - originally policlinique, addition of Greek. polis - city and clinique - hospital, polyclinic - city ​​Hospital". In the School word-building dictionary of the Russian language A. N. Tikhonov, V. A. Tikhonov: “Polyclinic; prod.: clinic → poly + clinic; poly/clinic/a). In dictionary foreign words we read: “Polyclinic [see. poly… + clinic]; poly ... [Greek. poly - a lot, a lot] - the first component compound words indicating a multitude; clinic [gr. klinike - care for a bedridden patient, healing]”. Execution of ex. 36 is best organized as a competition for best essay written by an individual student or a group of students. The one who uses more words with unpronounceable consonants in his work will win. When studying the topic “Spelling of unchecked consonants”, one should not neglect the pronunciation of dictionary words aloud (exercise 37). Such work contributes to the development of visual and auditory memory. The pronunciation of many double consonants corresponds to their spelling (bath, yeast, long), but students need to pay attention to words that do not match in spelling and pronunciation (living room, antenna, crystal). Almost all exercises of this topic can be supplemented with a task to group dictionary words one type of spelling or rhyme the most difficult words. 18 Topic 6. Writing ь and ъ signs (2 hours) The key exercise of this topic is ex. 47, in which students will have to make up a story about the letters ъ and ь sign. Students can use the materials of the headings “It's interesting!”, “We argue!”, The stories of linguists given in the same exercise. The teacher's task is to direct students to create an unusual story, it can be a fairy tale, a humorous or fantastic story, but most importantly, it must be of a linguistic nature. Students create their own title. Performing ex. 49, students will be able to imagine themselves in the place of the teacher. To make it easier for students, the task indicates the number of words with errors. You should not increase the number of "deformed" words, since such work is rather tedious for students. Topic 7. Spelling of roots with alternating vowels o - a, i - e, a / i - im, a / i - in (2 hours) The spelling of roots with alternating vowels is one of the difficult topics. At the elective, the following concepts are additionally introduced: historical alternation and positional alternation. It is not necessary to memorize these concepts, it is important that students understand that positional alternations arise only in oral speech and require special attention when writing words. In ex. 50 in addition to words with alternating vowels in the root, words with alternating consonants are also included for repetition. Topic 8. Spelling of vowels after hissing and c in the root of the word (1 h) The exercises proposed in this topic are aimed at developing spelling skills. In parallel, work is underway to consolidate students' knowledge of word formation. It is advisable to accompany it not only with explanations of how the word is formed, but with the task of finding the morpheme where the spelling is located. So that classes do not resemble a lesson, you can conduct an elective in the form business game, for example: “I am a teacher”, “A visit to a linguist”. During the game, students take turns playing either the role of a Russian language teacher or a linguist. When performing ex. 62 instead of cheating, you can invite students to group words to choose from: 1) by parts of speech; 2) at the location of the spelling (in the root, suffix, ending). Continuing work on the development of speech in ex. 64, we propose to re-invent a comic story based on key words. When performing ex. 66, students should pay attention to the wording of the task: find the spelling at the root of the word. Here we mean not only roots with alternation. It is best to organize the task in small groups, let the elective participants argue and confer. In this case, the classification of spellings will be more complete. If there are two or three groups, it is appropriate to organize a competition. Topic 9. Spelling of nouns with the root half- (semi-). Writing difficult words. Adding the Basics (2 hours) It is advisable to start studying the topic with a repetition of the theory. You can organize this work in different ways: offer mutual verification, competition, who will remember the provisions of the rule on writing compound words or writing nouns with the root half- (semi-), find out what morphemes in the word are: vice-, aero-, hydro -, photo, etc. The general task will be the compilation scientific message on the topic “Why is the section called “Look at the root!”?”. Students prepare for the preparation of such a message in an optional lesson. In the process of preparation, it is appropriate to recall the structure of constructing such a text, i.e., the mandatory presence of the main parts: thesis, evidence, conclusion. It is also necessary to find out which words in the title carry the main load (“why”, “see”). The study of this topic ends with a small test, the execution of which is designed for 7-10 minutes. 20 Section III MYSTERIOUS PREfix (4 hours) Purpose: to improve students' ability to find prefixes in words, to introduce the meanings of the most common prefixes, to learn how to write them correctly in words. Topic 10. Prefix as a significant part of the word. Prefixed way of forming words. Synonymous prefixes (1 hour) The section occupies a small place in the elective course, as students quite easily and quickly master prefixed way word formation and understand the meaning of prefixes. They will receive some information about the prefix from the material of the “It's interesting!” and ex. 11 (it is advisable to return to it again). In parallel with the work on the meanings of prefixes, the manual offers exercises where not one, but two prefixes and prefixes that are not at the absolute beginning of the word are distinguished in words (ex. 74, 88). Students sometimes cannot distinguish a prefix from a preposition; the implementation of exercise will help prevent such errors. 77. Topic 11. Writing immutable prefixes; prefixes ending in z - c (1 h) Students got acquainted with writing invariable prefixes in elementary school, therefore it is advisable in the classroom, performing ex. 72, repeat the spelling of prefixes in-, do-, under-, over-, in-, s-, for-, y-, etc. in the form of a game. Considering prefixes ending in z-c in this topic, you should pay attention Special attention students on the prefix vz- (sun-), since students can mistakenly single out two prefixes, especially in the variant sun-. It is best to start working on this group of prefixes by repeating voiceless and voiced consonants. In the material ex. 78 all deaf consonant sounds are encrypted in one sentence: Step21 ka, do you want a cabbage? Fi! This exercise mentions the name of a radio program for students popular in the 1970s: Baby Monitor. Its authors helped students in mastering difficult questions of the Russian language, which were presented in an entertaining playful and poetic form. Topic 12. Spelling prefixes pre- and pre- (2 hours) For better understanding semantics of prefixes are offered ex. 81 and 84. When performing exercise. 80 should focus students' attention on the fact that not all words pre- and pre- are prefixes. In ex. 86 work is underway to develop speech and students, completing the task, can pick up the following words: wise, enterprising, amusing, rush, grateful. Spelling vigilance is formed by ex. 83, 90, 91. Task ex. 91 can be attributed to the task of increased complexity. The study of the section ends with the traditional question: Why is the section called "The Mysterious Prefix"? It does not require particularly deep reasoning, the main thing is that students must demonstrate in their answer that the prefix matters, there can be several prefixes in a word, and some are even in the middle of a word (in compound words). Section IV INTIRETIABLE WORKER (8 hours) Purpose: to acquaint students with the meaning of the most common suffixes, show their function in a word, repeat the rules for writing suffixes. Topic 13. Suffix as a meaningful part of a word. Meanings of suffixes (2 hours) Suffix is ​​one of the main building components of a word. But it can be difficult for students to find and highlight suffixes in words, especially if the word contains: ♦ several suffixes; 22 ♦ alternation of sounds in suffixes; ♦ a combination of letters resembling separate suffixes, but in reality it is either part of the root, or one suffix -ochk-,- nick-, or - two: -och- + -k-; -n- + -ik-, etc. In order to teach students to correctly parse a word by composition, it is necessary to develop their ability to act in a certain sequence: 1) determine lexical meaning the words; 2) determine what part of speech the word is. To form the ability to find suffixes in a word, ex. 95. Performing this exercise, students will learn that the combination of letters points can be included in different morphemes: bun ← bun, squirrel ← squirrel, blouse ← blouse, swallow - non-derivative, etc. When completing the task ex. 96 students will remember dual role letters e, e, u, i. So, in these words, they will practice in isolating the phonetic ending [e] and the suffix [enij]. Determining the meaning of suffixes of nouns, understanding their role in a word will be facilitated by the implementation of exercises 94, 97, 98, 100, 101, 115. Topic 14. Spelling of suffixes of nouns. Suffixal, prefixed-suffixal ways of forming words (4 hours) When performing exercise. 99 students should pay attention to the word institution. The word institution (meaning enterprise) is non-derivative and, unlike the word institution (from the verb to start), is formed with the suffix -enij-. The selection of the suffix -enij- should not cause difficulties, since the students got acquainted with it while doing exercise. 96. Since the ability to build word-formation chains is difficult task, then we offer in the manual only two tasks of this type: ex. 103 and 113. All the proposed chains must be carried out sequentially, since each previous chain helps to compose the next23. The fourth chain is the most difficult, at the same time, the logic of its solution is suggested by the third one: to work à labor à worker, therefore: accept ← reception ← receiver. This topic also provides for work on the formation of coherent speech of students. For this, in ex. 108 we invite students to write a short message on the topic “Riddles of suffixes”. This work can be carried out orally, which will bring revitalization and will contribute to the activity of the elective members. Topic 15. Spelling of adjective suffixes (2 hours) In most cases, the spelling of double consonants corresponds to the pronunciation, for example, in the words: bath, Anna; at the junction of morphemes: spring, stone. But double consonants do not always indicate a long consonant sound: neat, pool, so the members of the elective should pay attention to the relationship between pronunciation and spelling. You can invite students to give similar examples themselves. Performing exercises 121, 122, 123 will help consolidate students' knowledge. Section V MYSTERIOUS ENDING (5 hours) Purpose: to improve students' knowledge of materially expressed and zero endings, to find endings in words belonging to different nominal parts of speech; repeat the spelling of the endings of nominal parts of speech. Topic 1 6. Ending as part of a word. Zero and materially expressed ending. Spelling of case endings (1 hour) It is best to start studying the section by reading the heading “It's interesting!”, And continue talking about zero and materially expressed endings. As didactic material the following can be used. 24 Help the teacher! Zero units in the language Zero units in the language are units that do not have a sound expression, for example, zero endings in the word forms fisherman, countries, network (a word form means a word in one of its forms). At first glance, it may seem that the expression "zero ending" means that this word form has no ending. However, it is not. Speaking about the zero ending in the word form fisherman, linguists not only note the absence of an ending, but also argue that this word form has such meanings that cannot be associated with the stem, but only with the ending. What are these values? As you know, the endings of nouns indicate the number and case. But after all, even in the word form fisherman, where there is no ending, and the number and case can be established exactly: this is I. p. unit. numbers. How do we know about it? Based on? Of course not. After all, the basis remains unchanged in any case, both singular and plural (compare: fisher-a, fisher-om, fisher-i, fisher-ami, etc.). The meaning of the number and case of the word form fisherman is reported by the absence of an ending. To more clearly imagine how the absence of a sign (in this case, an ending) can express something, we can turn to light signaling. Let's compare the signaling device of a traffic light and an elevator. Both the traffic light and the elevator light transmit two opposite meanings. The traffic light signals: “The path is free” or “The path is closed”, and the elevator lamp: “The elevator is free” or “The elevator is busy”. But the traffic light has its own light signal (green or red) for each value, and the elevator light flashes only one light (red), which means that the elevator is busy. And the fact that the elevator is free, we learn by the absence of light. It is the same in language: the absence of an ending can express a certain grammatical meaning in contrast to the endings of other forms of the word. Let's compare, for example, how the values ​​of the number are expressed in the following pairs of nouns: boat - boats; oar - oars; fisherman - fishermen. In the first and second pairs, the singular and plural 25 are expressed different endings(boat and boats; paddle and paddle). So at a traffic light, signals opposite in meaning are transmitted by different lights. And in the third pair, the opposing values ​​of the number are expressed by the absence of the ending (singular) and the ending - and (plural): fisherman and fisherman-i. So by the presence or absence of light in the light bulb of the elevator, we find out whether it is busy or free. The absence of an ending in the word form fisherman expresses not only the meaning of the number, but also the case. I. fisherman B. fisherman R. fisherman T. fisherman D. fisherman P. about fisherman Against the background indirect cases, each of which is expressed certain ending, the nominative case is distinguished by the absence of an ending. This means that in the word form fisherman the absence of an ending plays the same role that endings play in other word forms. In other words, in the word form fisherman, the zero ending stands out: fisherman, where is the sign of the zero ending. Both in language and in light (or any other) signaling, zero signs can exist only against the background of non-zero (material) signs, with which they form one system. This is a general rule*. Information of Academician N. M. Shansky under the heading "Interesting to know!" will help to consolidate and replenish students' knowledge about zero endings. It is appropriate to complete the work by composing a series of words that do not have endings, such as: coffee, highway, subway, coat and performing exercises 128 and 129. Before doing ex. 130, it is advisable to tell students about how to determine the accusative case of nouns. Help the teacher! It is known that the accusative case animate nouns male similar to the genitive, but inanimate * Encyclopedic Dictionary of a Young Philologist. Moscow: Pedagogy, 1984, pp. 192-193. 26 nyh - with nominative. But it was not always so. So, in the XI century. there was no such difference between animate and inanimate nouns, and the accusative always coincided with the nominative. Over time, the accusative, similar to the genitive, was used more and more often. The replacement process was lengthy. Not all words are equally easily and simultaneously amenable to change. And some words still retain in the plural "habits of antiquity" and resolutely rebel against the whole system of declension. But why was it necessary to replace the nominative form with the genitive form? The fact is that with an accusative, similar to a nominative, it was difficult to distinguish, speaking in the language of grammar, “subject” and “object”, i.e. actor and the person who experiences the action. Unclear? In other words, it is difficult to determine where the subject is, what the sentence is about, if both nouns have the same shape nominative case. We can easily understand the difficulty of our ancestors, finding ourselves in a similar position. Let's take the phrase Mother strongly loved her daughter. Who loved whom: the daughter of his mother or the mother of his daughter? When we say the tug overtook the barge, it is clear that the subject is the tug, what is said about his actions. But in the sentence The ship overtook the tugboat, there is no such clarity, because the accusative of these words coincides with the nominative. It is difficult for us to say where the subject is, where the object is: the form of the word does not help here. The only hope is word order. We agreed to consider that the subject in such sentences should come first. Hope is weak, since in Russian the word order is relatively freer, besides, inversion, rearrangement is possible. Now such cases are relatively rare, but what happened to the ancients? Our ancestors were just as incomprehensible to the sentence The father sees the son, as the Mother sees the daughter to us. And in order to avoid this confusion, in order to understand who sees whom (in our example), where is the “subject” (subject), and where is the “object” (object), the accusative case changed the nominative form to the genitive form. And the ambiguous Father sees the son turned into either the Father sees the son, or the Son sees the father, depending on the meaning. 27 Yet why did the accusative get similarity to the genitive, and not to the dative or, say, instrumental? Why is the genitive better than other cases? The accusative is closest to the genitive. It is easy to observe even now. So, direct object can only be in the accusative case. But when negated, it is in the genitive case: I see a table - I don’t see a table. Both cases are often used in similar combinations that are close in meaning: bought bread - bought bread, drank tea - drank tea. The difference is very slight, slight shades of meaning: the genitive shows that we are talking about a part of an object, a substance (did not drink all the tea, but a little, part of it, etc.) *. Topic 17. Spelling of case endings of nouns and adjectives (2 hours) Writing case endings of nouns in the genitive plural is one of the most difficult. To help students memorize the spelling of such words, you might suggest retelling the following article. Help the teacher! Some masculine nouns of the 2nd declension in the genitive plural do not have a case ending. These include: the names of individual nationalities, mainly based on -n and -r (Bashkirs, Georgians, Bulgarians, Tatars, Gypsies, Ossetians, but: Kirghiz, Kalmyks, Tajiks, Mongols); names of units of troops, military groups (hussars, dragoons, soldiers, partisans, grenadiers, cadets, but: miners, sappers); paired nouns (eye, shoulder strap, boot, stocking, felt boots, but: socks); some names of units of measurement, usually used with numerals (ampere, watt, volt, arshin). The ending -ov has: the names of fruits and vegetables (oranges, tangerines, lemons, tomatoes, tomatoes, eggplants); nouns hectares, rails, kilograms, grams. Pupils studying the Russian language under the influence of be* Odintsov VV Linguistic paradoxes: book. for students Art. classes. M.: Education, 1988. S. 49-51. 28 of the Lorussian language often make mistakes in the formation of the genitive plural of masculine nouns such as brigadier, mosquito, commander and primer, lantern, calendar. This is explained by the fact that in Belarusian language these nouns have endings -оў, -аў, which do not coincide with the endings in Russian. In this regard, you need to remember the rules for writing them. Nouns with a solid consonant sound [p] have the ending -ov in the genitive case (foreman - foremen, commander - commanders, carpenter - carpenters, driver - drivers, painter - painters, mosquito - mosquitoes). Nouns with a soft consonant [p '] - ending -ey (calendar - calendars, lantern - lanterns, primer - primers) *. Topic 18. Spelling of case endings of numerals (2 hours) Interesting information from T. L. Sluzhevskaya needs to be discussed with students: do numerals really stop inflecting? Do adults and children use numerals correctly in speech? In ex. 138 recommendations are given on how to accurately decline numerals by cases. Section VI SUMMING UP (2 hours) Purpose: to repeat and generalize knowledge of word formation and spelling. Topic 19. Repetition of ways of forming words and spelling morphemes (2 hours) this section All exercises are not teaching, but controlling. This is especially true for ex. 146, 151, 155, 157, 158. Final lesson can be carried out in the form of a test (given in the manual) or dictation. * Shevchenko L. A., Pipchenko N. M. Russian language: a guide for applicants. Minsk: Universitetskoe, 1995, p. 88. 29 Dictation Overtaking the wind and swirling clouds, leaving fast swallows far behind them, the magician and Dima flew on a magic carpet. Under them floated large new cities with high-rise buildings, vast golden collective farm fields spread out. Beneath them, endless stretches of new forests rustled like treetops, smoked from the chimneys of huge factories. Super-powerful blast furnaces were burning like furnaces of fabulous giants, countless oil derricks stretched their tips to the sky. Like many strands of steel, the railroads running across the country shone. Thousands of trains rushed over them. On the sea ​​spaces, cutting through the crests of gray waves, were, swaying like swans, snow-white motor ships. The earth glowed and shone festively under the sun. Boundless, like the sea, reservoirs sparkled, silvered mighty rivers connected by hundreds of channels. Green valleys and giant fruit orchards bloomed like a lush flowery carpet, surrounded by the remnants of conquered deserts. Pictures of unprecedented beauty, full of the triumph of the human mind and free labor, one after another floated under them (according to Y. Printsev, Y. Khochinsky). The text of the dictation allows you to offer students an additional grammar task optional: 1) underline the words formed by adding the bases; 2) to parse the composition of the word boundless (heavy duty); 3) write out words with alternation in the roots of words. Recommended literature 1. Granik GG, Bondarenko SM, Kontsevaya LA Secrets of Russian spelling. Moscow: Education, 1991. 2. Ivanova V. A., Potikha Z. A., Rosenthal D. E. Interestingly about the Russian language: a guide for teachers. L.: Enlightenment. Leningrad branch, 1990. 3. Kazbek-Kazieva M. M. Preparation for Olympiads in the Russian language. 5-11 grades. M .: Iris-press, 2006. 4. Lvova S. I. Word formation - entertaining about serious: practical tasks for students in grades 8-11. M.: Eksmo, 2007. 5. Lvova S. I. Russian spelling: tutorial. M.: Mnemozina, 2005. 6. Maksimov V. I. To the mysteries of word formation. M.: Education, 1980. 7. Olympiads in Russian language and literature / E. E. Dolbik [and others]. Minsk: Bel. Assoc. "Competition", 2007. 8. Panov M. V. And yet she is good! A story about Russian spelling, its advantages and disadvantages. M.: Nauka, 1964. 9. Khazanova AS Work on spelling in the study of morphology at school. M .: Education, 1981. 10. Shansky N. M. Russian language is excellent. Rostovna-Don: Phoenix, 1998. 11. Encyclopedic Dictionary of a Young Philologist / Comp. M. V. Panov. M.: Pedagogy, 1984. 31 Content Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A guide for teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section I. Repetition is the mother of learning. . . . . . . . . . . . . . . . . . S e c tio n II. "Look at the root!" . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section III. Mysterious fixture. . . . . . . . . . . . . . . . . . . . . Section IV. Tireless worker. . . . . . . . . . . . . . . . . . . . . Section V. Mysterious ending. . . . . . . . . . . . . . . . . . . . Section VI. Summarizing. . . . . . . . . . . . . . . . . . . . . . . . Recommended literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 7 10 13 21 22 24 29 31 Educational edition Russian language Optional classes Dikun Tatyana Alexandrovna We plunge into the interesting world of education and spelling of words Grade 6 A manual for teachers of educational institutions with Belarusian and Russian languages ​​of instruction Head. edited by V. G. Bekhtin. Editor A. N. Chuprinskaya. Art editor L. V. Pavlenko. Technical editor E. Yu. Gurchenok. Proofreaders V. S. Babenya, A. V. Aleshko. Signed for publication on 17.08.2010. Format 841081/32. Newsprint paper. Literary typeface. Offset printing. Conv. oven l. 1.68. Uch.-ed. l. 1.4. Circulation 3600 copies. Order. Issued by order of the National Institute of Education. Publishing Republican Unitary Enterprise "Narodnaya Asveta" of the Ministry of Information of the Republic of Belarus. LI No. 02330/0494083 of 02/03/2009. Etc. Pobediteley, 11, 220004, Minsk. Branch No. 1 of OAO Krasnaya Zvezda. LP No. 02330/0494160 of 04/03/2009. st. Sovetskaya, 80, 225409, Baranovichi.

“Russian language Optional classes T. A. Dikun We plunge into the interesting world of education and spelling of words Grade 6 A manual for teachers of educational institutions with Belarusian and ...”

NATIONAL INSTITUTE OF EDUCATION

Russian language

Extracurricular activities

T. A. Dikun

Dive into an interesting world

education and spelling of words

Teacher's Guide

educational institutions

with Belarusian and Russian languages ​​of instruction

Scientific and methodological institution

"National Institute of Education"

Ministry of Education

The Republic of Belarus

Minsk "People's Asveta" 2010

UDC 373.5.016:811.161.5

BBK 74.268.1Rus D45 The series was founded in 2010 by Dikun, T.A.

We plunge into the interesting world of education and prD45 spelling of words: 6th grade. : a manual for teachers of general education. institutions from Belarus. and Russian lang. education / T. A. Dikun. - Minsk: Nar. Asveta, 2010. - 31 p. (Russian language. Optional classes).

ISBN 978-985-03-1429-1.

UDC 373.5.016:811.161.5 LBC 74.268.1Rus © National Institute of Education ISBN 978-985-03-1429-1, 2010 © Design. UE "Narodnaya Asveta", 2010

TRAINING PROGRAM

EXPLANATORY NOTE

In accordance with the school curriculum, spelling in grades 5-7 is studied on the basis of a linear distribution principle. This means that the study of spelling is based on the students' knowledge of the course of phonetics, vocabulary, word formation, morphology. It is especially important for students to master the section “Word Composition and Word Formation”, since, without knowing the structure of the word, students will not be able to correctly apply spelling rules.

This is due to the fact that more than 70 spelling rules (data taken from the studies of S. I. Lvova), selected by the school curriculum for study, 51 require a partial analysis of the composition of the word or elements of word-formation analysis. Therefore, the ability to correctly perform a morphemic analysis of a word is necessary for competent writing. Since students are constantly faced in practice with the spelling of prefixes, roots, suffixes, endings, etc., knowledge of the laws of Russian word formation and the ability to determine the general meanings of word-formation morphemes are necessary not only to understand the grammatical system of the Russian language, to enrich the vocabulary of students, but also to a large extent are the guarantor of the normativity of written speech.

The purpose of optional classes: to systematize students' knowledge of the composition of the word and word formation and, on their basis, improve spelling skills.

Tasks:

form the idea that each morpheme in a word has a certain meaning;

to develop in students the ability to see in the word the morphemes that make it up, and on the basis of this, develop spelling skills;

to promote the intensive development of language flair;

improve the creative and communication skills of students.

The program of optional classes is based on the Russian language curriculum and is designed for 35 hours.

The program is based on the principle of inter-level and intra-level connections, the communicative principle, the structural-word-formation principle.

Repetition is the mother of learning (3 hours) Repetition of what was learned in the 5th grade (1 hour). Functions of morphemes in a word. Types of morphemes: formative and word-formative (2 hours).

Go to the root! (11 hours) The root is the main significant part of the word. Single-root words (1 hour). Spelling of roots with checked and unchecked vowels (1 hour). Spelling of roots with verifiable and unverifiable consonants (2 hours). Writing letters b and b (2 hours). Spelling of roots with alternating vowels o-a, i-e, a / i - im, a / i - in (2 hours). Spelling of vowels after hissing and c at the root of the word (1 h). Writing nouns with the root half- (semi-). Writing difficult words. Addition of the basics (2 hours).

Mysterious prefix (4 hours) Prefix as a significant part of the word. Prefixed way of forming words. Synonymous prefixes (1 hour). Writing immutable prefixes; prefixes ending in s-s (1 h). Spelling of prefixes pre- and pre- (2 hours).

Tireless worker (8 hours) Suffix as a significant part of the word. Suffix Meanings (2 hours). Spelling of noun suffixes -ek-,

Ik-, -chik-, -schik-, -ets-, -its-. Suffixal, prefixed-suffixal ways of forming words (4 hours). Spelling of adjective suffixes -k-, -sk-, -n-, -enn-,

He N-. Writing letters o-ё in suffixes of adjectives (2 hours).

Mysterious Ending (5 hours) Ending as part of a word. Zero and materially expressed ending (1 hour). Spelling of case endings of nouns and adjectives (2 hours). Spelling of case endings of numerals (2 hours).

–  –  –

Repetition of ways of forming words and spelling of morphemes (2 hours).

Backup hours (2 hours).

Ways of activity. In the process of conducting classes, various forms of activity can be used: writing essays-discourses on a linguistic topic, taking notes, compiling summarizing tables, algorithms, crossword puzzles, solving test problems, competitions for the best creative work, discussions on topical problems of word formation and spelling, a trip to the "World entertaining."

Educational and language skills in word formation: distinguishing morphemes and identifying them as part of a word, highlighting the stem of a word, endings, finding a connecting vowel in a word; selection of synonymous and antonymous morphemes for the word; selection of single-root words; delimitation of roots with alternating vowels, checked and unchecked by stress; word-formation analysis and word analysis by composition.

Educational and language skills in spelling: spelling of invariable prefixes do-, on-, re-, in-, vz-, s-, prefixes pre- and pre-; spelling of roots with alternating vowels o-a, i-e, a / i - im, a / i - in; roots checked and unchecked by stress; spelling of suffixes of nouns, suffixes of adjectives; writing case endings for nouns, adjectives, numerals; difficult words.

Communication skills: interpretation of the lexical meaning of a word based on morphemic analysis, the use of synonymous morphemes for a more accurate expression of thought; creation of reasoning essays on a linguistic topic, argumentation of evidence.

Expected results The course is of a differential-systematic and practically oriented nature, that is, it should provide students with the acquisition of a system of knowledge.

As a result of the systematization of knowledge on the composition of the word, word formation and spelling of nominal parts of speech, students should form an idea of ​​\u200b\u200bRussian spelling and word formation as a system.

MANUAL FOR TEACHER

FOREWORD

According to scientists, spelling skills develop slowly, and sometimes not every student can master spelling in a short time. Therefore, spelling is taught gradually, according to the linear distribution principle, simultaneously with other sections of the language.

The relationship of spelling with other sections of the language is due to the very nature of writing. In order to write a word correctly, one must master the knowledge of the entire language system. It is necessary to clearly distinguish between sound and letter, stressed and unstressed vowels, deaf and voiced, hard and soft consonants, the laws of stunning and voicing of consonants, so that, for example, one does not write flu instead of a mushroom, heartless instead of heartless. It is equally important for writing to distinguish between parts of speech. So, depending on what part of speech it is, one should distinguish between the spelling of the noun burn and the verb burn, adverbs away and a noun with a preposition away. However, without knowing the composition of the word, you can make the largest number of spelling errors.

The formation of skills, and especially skills, is a complex and lengthy process. This is especially true for teaching spelling. Despite the fact that enough attention is paid to teaching spelling at school, the number of errors in the written work of students does not decrease. The reasons for this are various: both the inability of the students themselves to delve into the problems of the language, and the lack of working time in the lesson. To expand the time limits and help students understand the problems of writing, this elective is offered.

Its purpose is to consolidate knowledge about the composition of the word and word formation and create a theoretical and practical basis for the formation of students' spelling skills. More than seventy spelling rules are studied at school, and two-thirds of them are based on knowledge of the structure of the word, so in the student manual there is no clear line between studying the composition of the word and spelling. Tasks are most often intertwined, sometimes turning into a conversation about the laws of the language, its traditions, problems. Understanding that sixth-graders are not yet ready to perceive complex word-formation issues, we selected simple tasks, entertaining texts and exercises on word-formation and spelling problems.

The manual for students is conditionally divided into several sections: “Repetition is the mother of learning”, “Look at the root!”, “Mysterious prefix”, “Indefatigable worker”, “Mysterious ending” and “Summing up”. In each section, there is a conversation about the composition of the word and spelling rules for writing roots, prefixes, suffixes, endings.

Topics for extracurricular activities and approximate planning of hours

–  –  –

13 Suffix as a meaningful part of a word. Meanings of suffixes 14 Spelling of suffixes of nouns

Ek-, -ik-, -chik-, -schik-, -ets-, -its-. Suffixal, prefixed-suffixal ways of forming words 15 Spelling of suffixes of adjectives -k-,

Sk-, -n-, -enn-, -onn-. Writing letters o-ё in suffix 2 adjectives 16 Ending as part of a word. Zero and materially expressed ending 17 Spelling of case endings of nouns and adjectives 18 Spelling of case endings of numerals 19 Repetition of ways of forming words and spelling of morphemes. Test

–  –  –

Theme 1. Repetition of what was studied in the 5th grade (1 hour) At the first optional lesson, students will remember such concepts as the lexical and grammatical meanings of words, practice finding root words and forms of the same word (Ex.

one). Performing ex. 2 and 3, they will remember what grammatical forms the different parts of speech have. In preparing students for the implementation of ex. 4 it is necessary to draw their attention to the meaning of the word white: 1) the verb in the form of the past tense of the feminine gender; 2) a noun.

Execution of ex. 5, 6 and 7 contributes to the development of students' speech. These exercises are performed orally in the classroom, and the compilation of a fairy tale can be the fruit of a collective effort. It should be recalled that in the elective course we do not set homework, but solve all questions in the classroom.

Topic 2. Types of morphemes and their functions in a word (2 hours) During the 2 hours provided for the study of this topic, students will practice dividing a word into morphemes.

At the same time, extremely necessary knowledge is laid that morphemes are significant parts of a word. Since the elective is an association of language lovers, the manual includes short texts about famous linguists. In this section, students will learn about J. A. Baudouin de Courtenay.

Help the teacher!

Ivan Alexandrovich Baudouin de Courtenay (1845-1929) - the largest Russian and Polish linguist. Baudouin de Courtenay made a revolution in the science of language: before him, linguistics was dominated by the historical direction, and languages ​​were studied exclusively on the basis of written monuments. Baudouin proves that the essence of language is in speech activity, and calls for the study of living languages ​​and dialects. Only in this way can one understand the linguistic mechanism and verify the correctness of linguistic descriptions. The importance of this new approach to language learning can be compared to the role played by the principle of experiment in the natural sciences: without experimental verification, a theory is dead.

Baudouin de Courtenay himself has been studying various Indo-European languages ​​for many years, which he masters so much that he writes his works not only in Russian and Polish, but also in German, French, Czech, Italian, Lithuanian and other languages.

Attentive to the facts of living languages, Baudouin at the same time believed that the most important thing in linguistic descriptions is the reflection of the systemic nature of the language, "grouping according to oppositions and differences." This combination of rich linguistic material and a systematic approach to its description allowed Baudouin not only to give deeply faithful "portraits" various languages and dialects, but also to make generalizations, without striving for which, in his own words, "no real science is conceivable."

Baudouin de Courtenay was distinguished by innovative thought and courage in expressing new ideas. With due respect for the achievements of his predecessors, he, however, did not hesitate to reject everything routine that interfered with the development of science, and put forward provisions that struck his contemporaries with their unusualness.

When studying language, Baudouin did not close himself within the framework of linguistics. On the contrary, he believed that linguistics should be based on the achievements of psychology and sociology, that a complete study of linguistic facts is impossible without referring to the data of ethnography, archeology, and cultural history. All this Baudouin did not just declare, but practically implemented in his works, upon acquaintance with which the breadth and depth of the author's knowledge in various fields is amazing.

The early maturity of Baudouin de Courtenay as a scientist is striking. The famous Encyclopedic Dictionary of Brockhaus and Efron, in a volume published in 1891, calls the 46-year-old Baudouin de Courtenay "one of the outstanding modern linguists."

Baudouin himself was an unusually modest man. About himself, for example, he wrote that "he was distinguished by unsatisfactory scientific training and a small stock of knowledge."

Having lived a long life full of scientific research and creativity, I. A. Baudouin de Courtenay made an invaluable contribution to the science of language. He was ahead of his time, and many of his ideas began to be developed in depth in linguistics only decades later*.

Of particular note is ex. 11, because it deals with the meanings of some suffixes and prefixes. It is advisable, after reading the text, to invite students to write out morphemes in groups and try to remember their meaning. Next, you can ask students to name other prefixes and suffixes known to them and their meaning. These can be: the prefix v- (run in), indicating movement inward, you- (run out) - the antonym in meaning to the prefix v-. To make it clearer and more interesting, you can draw a house on the board and use arrows to depict the meaning of such prefixes as do- (run), o- (run around), for- (run), y- (run away), you- (run out) , in- (run in), etc.

Should interest students and ex. 12, in which it is required to find errors in parsing words. When analyzing the word collector, one should pay attention to the meanings of the suffixes that make up it, and invite students to give examples of other words with the same suffixes (teacher, educator, writer). It is also useful to find out the meaning of the prefix co-: “rapprochement, connection, bonding of something” - and pick up other words with this prefix, for example: meeting, constellation, connection. It is advisable to tell students that the prefix also has other knowledge of the Encyclopedic Dictionary of a Young Philologist” / M. V. Panov.

Pedagogy, 1984.

definitions: “complicity, accompaniment” (to interview, accompany); "mutual connection, compatibility" (brother, co-author).

Before proceeding with ex. 13 and 14, we repeat with students the alternation of sounds according to the table. Then it will be easier for students to restore intermediate words in the word-building chain.

S e c t i o n II "SEE AT THE ROOT!" (11 hours) Purpose: to form in students the idea that the root is the main significant part of the word; introduce free, connected and homonymous roots; to teach to see the alternation of letters in the roots of words; develop spelling skills.

Topic 3. The root is the main significant part of the word.

Single-root words (1 hour) Title of the section “Look at the root!” - this is an aphorism of Kozma Prutkov (the collective pseudonym of a group of Russian writers, which included A.K. Tolstoy and the Zhemchuzhnikov brothers), denoting a playful call for a deep, careful study of the essence of phenomena. Since students begin to actively study word formation, you can tell them about linguists who have made an invaluable contribution to the science of language (G. O. Vinokur, N. M. Shansky, V. V. Tikhonov). It is necessary to tell students about word-formation and etymological dictionaries.

Help the teacher!

Grigory Osipovich Vinokur (1896-1947) - for a modern linguist, he is primarily a "classic" of word formation.

After reading his "Notes on Russian Word-Formation" (1946), it is already impossible not to understand the difference between etymological and word-formation analysis, between words related by linguistic kinship - real and lost, forgotten. He was the instigator of a dispute about the rules for drawing boundaries between morphemes in a word - the famous "dispute about boiled pork", from which a number of concepts of modern morphemics emerged. But to call G. O. Vinokur a specialist only in word formation is unfair. He was a philologist in the broadest sense of the word.

During his very short life for a scientist, he was engaged in almost all types of philological activities: he was a translator, a newspaper journalist, an editor, a publisher, and therefore a textual critic, a critic (his first appearance in print was about Mayakovsky's poem "A Cloud in Pants") , a tireless lecturer and propagandist of philological culture, taught students of Moscow University a dozen philological subjects.

Philology, according to Vinokur, is a community of sciences that have a common concern - reading and interpreting the text. Such philological work requires an impeccable knowledge of the language at the level of the age and the most advanced linguistic achievements, a deep understanding of the culture, literary predilections of the era in which the text appeared, and much more*.

It is advisable to start talking about the root as a structural unit, its significance, methods of selection either by reading the text of ex. 16, or the story of the teacher himself about how to determine the root in the word.

Help the teacher!

How to find the root in a word The root is the center of the word, its focus. Getting acquainted with a new word, we try to mentally find its root in order to better understand the meaning of the word. There are no words without a root! A word may not have suffixes, prefixes, endings, but there is always a root! In many cases, "search" for the root is not required, but this applies to cases where the word consists of only a root and one suffix or one prefix. In the words day, table, water, write, stone, urban, it is very easy to find the root. But in such widely used words as a teacher, justice, fascinating, tension, etc., it is impossible to name the root “on the fly”, and you can’t do it ...

The definition of the root is associated with the implementation of a number of rules and with the observance of their strict sequence. It is useful to make such a comparison.

* Encyclopedic Dictionary of a Young Philologist / M. V. Panov. Moscow: Pedagogy, 1984.

There is a nesting doll, it consists of several dolls that are inserted one into the other, so the dolls must be of different sizes: each subsequent one must be smaller than the previous one.

Is it possible to immediately take out the smallest doll from the nesting doll? No, you need to gradually release each doll, and only the penultimate doll will contain the smallest doll.

So it is in the word. First you need to find the ending, then the suffixes and prefixes, and the part of the word that is no longer divisible will be the root.

Take the word teacher. Changing the word by case, we find the ending (teacher, teacher, teacher, etc.). End - a. Then we find the suffix. It should be remembered that the suffix can be separated only if the word exists without it and does not lose family ties. The word teacher has the suffix -nits-, since if it is “cut off”, the full word teacher will remain, retaining a semantic connection with the word teacher.

The fact that we correctly identified the suffix -nits- is confirmed by the words teacher-nits-a, writer-nits-a, liberators-a, which have exactly the same suffix.

The word teacher also has a suffix. Comparing this word with the word teach, we find the suffix -tel-, which is also present in the words teacher, builder, inventor, performer, liberator.

In the verb to teach, we separate the suffix -t-, it remains to teach-, this part of the word is no longer divisible, therefore, this is the root - the indivisible part of the word, the same small doll that we took out of the nesting doll.

Therefore, the remarkable words of the famous Soviet linguist M.V. Panov are quite fair that such an analysis instills in us the confidence that the language, polished, cut by the people, is rationally arranged, that its analysis is also a reasonable and purposeful operation*.

Ex. 16 will allow students to consolidate the knowledge acquired in previous lessons (remember the word collector), will help to master the basics of word-formation analysis.

* Ivanova V. A., Potikha Z. A., Rosenthal D. E. Interesting about the Russian language: a guide for the teacher. L .: Education, 1990, S. 47.

Execution of ex. 17 can be accompanied by a tennis ball, which students will throw to each other after pronouncing the next word from the text of the exercise. Such an organization of work will bring revival to the extracurricular activities, which are usually held after school hours.

Before executing ex. 18, students should be reminded what homonyms are, despite the fact that they got acquainted with this concept in the lessons of the Belarusian language.

For ex. 21 text was not chosen by chance, I wanted to draw the attention of students to this tale. Perhaps one of the children will be interested in it and read it in full. After reading the passage, you can continue the writer's thought that not only the heart, but also the eyes can be sharp-sighted. And the one who is vigilant in both is an extraordinary person. He is capable not only of noble deeds, but he is also capable of such a difficult section in the Russian language as "Spelling".

Answer to the task ex. 22 can be found in the text of the exercise itself: train, train, coach.

Working on this topic, students fix the spelling of those spellings that they studied in the 5th grade. We offer a variety of exercises, performing which students repeat spelling and consolidate knowledge of the composition of the word.

Topic 4. Spelling of roots with checked and unchecked vowels (1 hour) This topic is one of the most difficult to master.

This conclusion can be reached by analyzing student work, which indicates that students make the largest number of mistakes in writing spelling checks. The reason lies not only in the fact that students cannot pick up a test word due to the poor development of speech, but also in the fact that they are sometimes not accustomed to looking for a test word, in other words, they do not know how to work with a spelling, they do not see a morpheme in which she is situated. For the formation of the ability to see the spelling, students are offered a variety of exercises.

Performing ex. 23, students will learn about related roots, such as the root -u- in the verbs to put on, take off, root

T- in the pronouns that, that, those, the root -n- in the verbs to raise, hug, accept.

Special attention is required for ex. 25, 34, 37.

For better memory dictionary words, you can use various mnemonic techniques:

rhyming, as in the famous poem by V. Sapgir:

What is "li"?

What is "mon"?

There is no sense in the sounds, But you barely whisper: “Lemon”, - It will immediately become sour;

spelling color scheme: engineer, crimson;

non-linguistic associations, i.e. comparison of the studied word with other non-single-root words, for example:

I write a herbarium, like a coat of arms; balcony like a beam.

Ex. 26 is a vocabulary and spelling dictation with a continuation. Students are invited to choose not test single-root words, but single-root words with an unstressed vowel position at the root of the word. It is more difficult for students to complete such a task, because the ability to select words already indicates the level of development of students' speech, their ability to determine the meanings of words.

It will be difficult for students to complete ex. 29, it is useful to do it under the guidance of a teacher. Students should be explained that in the Russian language there are enough words that are not always divided into morphemes and are non-derivative. In this exercise, these are raspberries, currants, lingonberries, cloves, strawberries, boiled pork. You can tell that the word currant goes back to Old Slavonic word currant - “strong smell”, lingonberries are formed from the disappeared adjective brusn - “red”, boiled pork was formed from vuzhenin (vuditi - “dry, smoke”) *.

* Shansky N. M., Ivanov V. V., Shanskaya T. V. Brief etymological dictionary of the Russian language. M.: Education, 1975.

Topic 5. Spelling of roots with verifiable and unverifiable consonants (2 hours) It is advisable to start any lesson with a repetition of the theory, which is given in the manual in a condensed form.

Then a practical task is performed, which can be supplemented, for example, by determining the lexical meaning of a word from a dictionary. You can ask students to make a crossword puzzle from vocabulary words. Compiling crossword puzzles helps memorize the meaning of the word and its spelling.

The information presented in the “It's interesting!” heading allows you to find out the history of the origin of the first part of the compound word polyclinic. In the Brief Etymological Dictionary of the Russian Language by N. M. Shansky, V. V. Ivanov, T. V. Shanskaya we read: “Polyclinic. Loans. In the twentieth century from fr. polyclinique is a re-registration by analogy with words in poli (cf. polyglot) - originally policlinique, addition of Greek.

polis - city and clinique - hospital, polyclinic - city hospital. In the School word-building dictionary of the Russian language A. N. Tikhonov, V. A. Tikhonov: “Polyclinic; Prod.: clinic poly + clinic; poly/clinic/a). In the Dictionary of Foreign Words we read: “Polyclinic [see. poly… + clinic]; poly ... [Greek. poly - a lot, a lot] - the first component of compound words, indicating a lot; clinic [gr. klinike - care for a bedridden patient, healing]”.

Execution of ex. 36 is best organized as a competition for the best essay written by an individual student or a group of students. The one who uses more words with unpronounceable consonants in his work will win.

When studying the topic “Spelling of unchecked consonants”, one should not neglect the pronunciation of dictionary words aloud (exercise 37). Such work contributes to the development of visual and auditory memory. The pronunciation of many double consonants corresponds to their spelling (bath, yeast, long), but students need to pay attention to words that do not match in spelling and pronunciation (living room, antenna, crystal).

Almost all exercises of this topic can be supplemented with the task of grouping dictionary words according to one type of spelling or rhyming the most difficult words.

Topic 6. Writing ь and ъ signs (2 hours) The key exercise of this topic is exercise.

47, in which students will have to make up a story about the letters ъ and ь sign. Students can use the materials of the headings “It's interesting!”, “We argue!”, The stories of linguists given in the same exercise. The teacher's task is to direct students to create an unusual story, it can be a fairy tale, a humorous or fantastic story, but most importantly, it must be of a linguistic nature. Students create their own title.

Performing ex. 49, students will be able to imagine themselves in the place of the teacher. To make it easier for students, the task indicates the number of words with errors. You should not increase the number of "deformed" words, since such work is rather tedious for students.

Topic 7. Spelling of roots with alternating vowels o - a, i - e, a / i - im, a / i - in (2 hours) The spelling of roots with alternating vowels is one of the difficult topics.

At the elective, the concepts are additionally introduced: historical alternation and positional alternation. There is no need to memorize these concepts, it is important that students understand that positional alternations occur only in oral speech and require special attention when writing words.

In ex. 50 in addition to words with alternating vowels in the root, words with alternating consonants are also included for repetition.

Topic 8. Spelling of vowels after hissing and c in the root of the word (1 h) The exercises proposed in this topic are aimed at developing spelling skills.

In parallel, work is underway to consolidate students' knowledge of word formation. It is advisable to accompany it not only with explanations of how the word is formed, but with the task of finding the morpheme where the spelling is located. So that classes do not resemble a lesson, you can conduct an elective in the form of a business game, for example: “I am a teacher”, “Visit to a linguist”. During the game, students take turns playing either the role of a Russian language teacher or a linguist.

When performing ex. 62 instead of cheating, you can invite students to group words to choose from: 1) by parts of speech; 2) at the location of the spelling (in the root, suffix, ending).

Continuing work on the development of speech in ex. 64, we propose to re-invent a comic story based on key words.

When performing ex. 66, students should pay attention to the wording of the task: find the spelling at the root of the word. Here we mean not only roots with alternation.

It is best to organize the task in small groups, let the elective participants argue and confer. In this case, the classification of spellings will be more complete. If there are two or three groups, it is appropriate to organize a competition.

Topic 9. Spelling of nouns with the root half- (semi-).

Writing difficult words.

Adding the Basics (2 hours) It is advisable to start studying the topic with a repetition of the theory.

You can organize this work in different ways: offer mutual verification, competition, who will remember the provisions of the rule on writing compound words or writing nouns with the root half- (semi-), find out what morphemes in the word are: vice-, aero-, hydro -, photo-, etc.

The general task will be the compilation of a scientific report on the topic “Why is the section called “Look at the root!”?”. Students prepare for the preparation of such a message in an optional lesson. In the process of preparation, it is appropriate to recall the structure of constructing such a text, i.e., the mandatory presence of the main parts: thesis, evidence, conclusion. It is also necessary to find out which words in the title carry the main load (“why”, “see”).

The study of this topic ends with a small test, the execution of which is designed for 7-10 minutes.

Section III MYSTERIOUS PREfix (4 hours) Purpose: to improve students' ability to find prefixes in words, to introduce the meanings of the most common prefixes, to learn how to write them correctly in words.

Topic 10. Prefix as a significant part of the word.

Prefixed way of forming words.

Synonymous prefixes (1 hour) The section takes up little space in the elective course, as students quite easily and quickly master the prefix method of word formation and understand the meaning of prefixes. They will receive some information about the prefix from the material of the “It's interesting!” and ex. 11 (it is advisable to return to it again).

In parallel with the work on the meanings of prefixes, the manual offers exercises where not one, but two prefixes and prefixes that are not at the absolute beginning of the word are distinguished in words (ex. 74, 88). Students sometimes cannot distinguish a prefix from a preposition; the implementation of exercise will help prevent such errors. 77.

Topic 11. Writing immutable prefixes;

prefixes ending in z - c (1 h) Students got acquainted with writing invariable prefixes in elementary school, therefore it is advisable in the classroom, performing ex. 72, repeat the spelling of prefixes in-, do-, under-, over-, in-, s-, for-, y-, etc. in the form of a game.

Considering prefixes ending in z-c in this topic, students should pay special attention to the prefix vz- (sun-), since students can mistakenly single out two prefixes, especially in the variant sun-. It is best to start working on this group of prefixes by repeating voiceless and voiced consonants. In the material ex. 78 all deaf consonant sounds are encrypted in one sentence: Styopka, do you want a cheek? Fi! This exercise mentions the name of a radio program for students popular in the 1970s: Baby Monitor. Its authors helped students in mastering the difficult questions of the Russian language, which were presented in an entertaining playful and poetic form.

Theme 12. Spelling of pre- and pre- prefixes (2 hours) For a better understanding of the semantics of prefixes, ex.

81 and 84. When performing exercise. 80 should focus students' attention on the fact that not all words pre- and pre- are prefixes.

In ex. 86 work is underway to develop speech and students, completing the task, can pick up the following words: wise, enterprising, amusing, rush, grateful.

Spelling vigilance is formed by ex. 83, 90, 91.

Task ex. 91 can be attributed to the task of increased complexity.

The study of the section ends with the traditional question:

Why is the section called "The Mysterious Prefix"? It does not require particularly deep reasoning, the main thing is that students must demonstrate in their answer that the prefix matters, there can be several prefixes in a word, and some are even in the middle of a word (in compound words).

Section IV INTIRETIABLE WORKER (8 hours) Purpose: to acquaint students with the meaning of the most common suffixes, show their function in a word, repeat the rules for writing suffixes.

Topic 13. Suffix as a meaningful part of a word.

Meanings of suffixes (2 hours) Suffix is ​​one of the main building components of a word.

But it can be difficult for students to find and highlight suffixes in words, especially if the word contains:

several suffixes;

alternation of sounds in suffixes;

a combination of letters that resemble separate suffixes, but in reality it is either part of the root or one suffix

Points-,- nick-, or - two:

Och- + -k-; -n- + -ik-, etc.

In order to teach students to correctly parse a word by composition, it is necessary to develop their ability to act in a certain sequence:

1) determine the lexical meaning of the word;

2) determine what part of speech the word is.

To form the ability to find suffixes in a word, ex. 95. Performing this exercise, students will learn that the combination of letters points can be included in different morphemes: bun bun, squirrel squirrel, blouse blouse, swallow - non-derivative, etc. When completing the task exercise. 96 students will remember the dual role of the letters e, e, u, i. So, in these words, they will practice in isolating the phonetic ending [e] and the suffix [enij].

Determining the meaning of suffixes of nouns, understanding their role in the word will be facilitated by the implementation of exercises 94, 97, 98, 100, 101, 115.

Topic 14. Spelling of noun suffixes.

Suffixal, prefixed-suffixal ways of forming words (4 hours) When performing exercise. 99 students should pay attention to the word institution. The word institution (meaning enterprise) is non-derivative and, unlike the word institution (from the verb to start), is formed with the suffix -enij-. The selection of the suffix -enij- should not cause difficulties, since the students got acquainted with it while doing exercise. 96.

Since the ability to build word-formation chains is a difficult task, we offer only two tasks of this type in the manual: ex. 103 and 113. All the proposed chains must be performed sequentially, since each previous chain helps to compose the next one.

The fourth chain is the most difficult, however, the logic of its solution is suggested by the third:

work labor worker, therefore:

accept reception receiver.

This topic also provides for work on the formation of coherent speech of students. For this, in ex. 108 we invite students to write a short message on the topic “Riddles of suffixes”. This work can be carried out orally, which will bring revitalization and will contribute to the activity of the elective members.

Topic 15. Spelling of adjective suffixes (2 hours) In most cases, the spelling of double consonants corresponds to the pronunciation, for example, in the words: bath, Anna;

at the junction of morphemes: spring, stone. But double consonants do not always indicate a long consonant sound: neat, pool, so the members of the elective should pay attention to the relationship between pronunciation and spelling. You can invite students to give similar examples themselves.

Performing exercises 121, 122, 123 will help consolidate students' knowledge.

Section V MYSTERIOUS ENDING (5 hours) Purpose: to improve students' knowledge of materially expressed and zero endings, to find endings in words belonging to different nominal parts of speech; repeat the spelling of the endings of nominal parts of speech.

Topic 1 6. Ending as part of a word.

Zero and materially expressed ending.

Spelling of case endings (1 hour) It is best to start studying the section by reading the heading “It's interesting!”, And continue talking about zero and materially expressed endings. The following can be used as didactic material.

Help the teacher!

Zero units in the language Zero units in the language are units that do not have a sound expression, for example, zero endings in the word forms fisherman, countries, network (a word form means a word in one of its forms). At first glance, it may seem that the expression "zero ending" means that this word form has no ending. However, it is not. Speaking about the zero ending in the word form fisherman, linguists not only note the absence of an ending, but also argue that this word form has such meanings that cannot be associated with the stem, but only with the ending. What are these values?

As you know, the endings of nouns indicate the number and case. But after all, even in the word form fisherman, where there is no ending, and the number and case can be established exactly: this is I. p. unit.

numbers. How do we know about it? Based on? Of course not. After all, the basis remains unchanged in any case, both singular and plural (compare: fisher-a, fisher-om, fisher-i, fisher-ami, etc.). The meaning of the number and case of the word form fisherman is reported by the absence of an ending.

To more clearly imagine how the absence of a sign (in this case, an ending) can express something, we can turn to light signaling. Let's compare the signaling device of a traffic light and an elevator. Both the traffic light and the elevator light convey two opposite meanings.

The traffic light signals: “The path is free” or “The path is closed”, and the elevator light:

"Elevator is free" or "Elevator is busy". But the traffic light has its own light signal (green or red) for each value, and the elevator light flashes only one light (red), which means that the elevator is busy. And the fact that the elevator is free, we learn by the absence of light.

It is the same in language: the absence of an ending can express a certain grammatical meaning in contrast to the endings of other word forms.

Let us compare, for example, how the values ​​of a number are expressed in the following pairs of nouns:

boat - boats; oar - oars; fisherman - fishermen.

In the first and second pairs, the singular and plural are expressed with different endings (boat-a and boat-i;

oar and oar). So at a traffic light, signals opposite in meaning are transmitted by different lights. And in the third pair, the opposing values ​​of the number are expressed by the absence of the ending (singular) and the ending - and (plural): fisherman and fisherman-i.

So by the presence or absence of light in the light bulb of the elevator, we find out whether it is busy or free. The absence of an ending in the word form fisherman expresses not only the meaning of the number, but also the case.

I. fisherman B. fisherman R. fisherman T. fisherman D. fisherman P. about fisherman Against the background of indirect cases, each of which is expressed by a certain ending, the nominative case is distinguished by the absence of an ending.

This means that in the word form fisherman the absence of an ending plays the same role that endings play in other word forms.

In other words, in the word form fisherman, the zero ending stands out: fisherman, where is the sign of the zero ending.

Both in language and in light (or any other) signaling, zero signs can exist only against the background of non-zero (material) signs, with which they form one system.

This is a general rule*.

Information of Academician N. M. Shansky under the heading "Interesting to know!" will help to consolidate and replenish students' knowledge about zero endings.

It is appropriate to complete the work by composing a series of words that have no endings, such as:

coffee, highway, subway, coat, and doing exercises 128 and 129.

Before performing ex. 130, it is advisable to tell students about how to determine the accusative case of nouns.

Help the teacher!

It is known that the accusative case of animate masculine nouns is similar to the genitive, and inanimate. Moscow: Pedagogy, 1984, pp. 192-193.

nyh - with nominative. But it was not always so. So, in the XI century. there was no such difference between animate and inanimate nouns, and the accusative always coincided with the nominative.

Over time, the accusative, similar to the genitive, was used more and more often. The replacement process was lengthy. Not all words are equally easily and simultaneously amenable to change. And some words still retain in the plural "habits of antiquity" and resolutely rebel against the whole system of declension.

But why was it necessary to replace the nominative form with the genitive form? The fact is that with an accusative, similar to a nominative, it was difficult to distinguish, speaking in the language of grammar, "subject" and "object", that is, the acting person and the person who experiences the action. Unclear? In other words, it is difficult to determine where the subject is, what the sentence is about, if both nouns have the same nominative form. We can easily understand the difficulty of our ancestors, finding ourselves in a similar position. Let's take the phrase Mother strongly loved her daughter. Who loved whom: the daughter of his mother or the mother of his daughter? When we say the tug overtook the barge, it is clear that the subject is the tug, what is said about his actions. But in the sentence The ship overtook the tugboat, there is no such clarity, because the accusative of these words coincides with the nominative. It is difficult for us to say where the subject is, where the object is: the form of the word does not help here. The only hope is word order. We agreed to consider that the subject in such sentences should come first. Hope is weak, since in Russian the word order is relatively freer, besides, inversion, rearrangement is possible. Now such cases are relatively rare, but what happened to the ancients?

Our ancestors were just as incomprehensible to the sentence The father sees the son, as the Mother sees the daughter to us. And in order to avoid this confusion, in order to understand who sees whom (in our example), where is the “subject” (subject), and where is the “object” (object), the accusative case changed the nominative form to the genitive form. And the ambiguous Father sees the son turned into either the Father sees the son, or the Son sees the father, depending on the meaning.

Yet why did the accusative get similarities with the genitive, and not with the dative or, say, instrumental? Why is the genitive better than other cases? The accusative is closest to the genitive. It is easy to observe even now. So, direct object can only be in the accusative case. But when negated, it is in the genitive case: I see a table - I don’t see a table.

Both cases are often used in similar combinations that are close in meaning: bought bread - bought bread, drank tea - drank tea. The difference is very insignificant, small semantic shades: the genitive shows that we are talking about a part of an object, a substance (drank not all the tea, but a little, part of it, etc.) *.

Topic 17. Spelling of case endings of nouns and adjectives (2 hours) Writing case endings of nouns in the genitive plural is one of the most difficult.

To help students memorize the spelling of such words, you might suggest retelling the following article.

Help the teacher!

Some masculine nouns of the 2nd declension in the genitive plural do not have a case ending. These include: the names of individual nationalities, mainly based on -n and -r (Bashkirs, Georgians, Bulgarians, Tatars, Gypsies, Ossetians, but: Kirghiz, Kalmyks, Tajiks, Mongols); names of units of troops, military groups (hussars, dragoons, soldiers, partisans, grenadiers, cadets, but: miners, sappers);

paired nouns (eye, shoulder strap, boot, stocking, boots, but:

socks); some names of units of measurement, usually used with numerals (ampere, watt, volt, arshin).

The ending -ov has: the names of fruits and vegetables (oranges, tangerines, lemons, tomatoes, tomatoes, eggplants); nouns hectares, rails, kilograms, grams. Students studying the Russian language under the influence of BeOdintsov VV Linguistic paradoxes: book. for students Art.

classes. M.: Education, 1988. S. 49-51.

The Lorussian language often makes mistakes in the formation of the genitive plural of masculine nouns such as brigadier, mosquito, commander and primer, lantern, calendar. This is explained by the fact that in the Belarusian language these nouns have endings -оў, -аў, which do not coincide with the endings in Russian. In this regard, you need to remember the rules for writing them. Nouns with a solid consonant sound [p] have the ending -ov in the genitive case (foreman - foremen, commander - commanders, carpenter - carpenters, driver - drivers, painter - painters, mosquito - mosquitoes). Nouns with a soft consonant [p '] - ending -ey (calendar - calendars, lantern - lanterns, primer - primers) *.

Topic 18. Spelling of case endings of numerals (2 hours)

Interesting information from T. L. Sluzhevskaya needs to be discussed with students: do numerals really stop inflecting? Do adults and children use numerals correctly in speech?

Section VI SUMMING UP (2 hours) Purpose: to repeat and generalize knowledge of word formation and spelling.

Topic 19. Repetition of the ways of forming words and spelling of morphemes (2 hours) In this section, all exercises are not teaching, but controlling.

This is especially true for ex. 146, 151, 155, 157, 158. The final lesson can be held in the form of a test (given in the manual) or a dictation.

* Shevchenko L. A., Pipchenko N. M. Russian language: a guide for applicants. Minsk: "Universitetskoe", 1995, p. 88.

Dictation Overtaking the wind and swirling clouds, leaving fast swallows far behind them, the magician and Dima flew on a magic carpet. Under them floated large new cities with high-rise buildings, vast golden collective farm fields spread out. Beneath them, endless stretches of new forests rustled like treetops, smoked from the chimneys of huge factories. Super-powerful blast furnaces were burning like furnaces of fabulous giants, countless oil derricks stretched their tips to the sky. Like many strands of steel, the railroads running across the country shone. Thousands of trains rushed over them. On the expanses of the sea, cutting through the crests of gray waves, snow-white motor ships swayed, swaying like swans.

The earth glowed and shone festively under the sun. Reservoirs as boundless as the sea sparkled, mighty rivers silvered, interconnected by hundreds of canals. Green valleys and giant fruit orchards bloomed like a lush flowery carpet, surrounded by the remnants of conquered deserts.

Pictures of unprecedented beauty, full of the triumph of the human mind and free labor, one after another floated under them (according to Y. Printsev, Y. Khochinsky).

The text of the dictation allows you to offer students an additional grammatical task of their choice: 1) underline the words formed by adding the bases; 2) to parse the composition of the word boundless (heavy duty); 3) write out words with alternation in the roots of words.

1. Granik G. G., Bondarenko S. M., Kontsevaya L. A. Secrets of Russian orthography. M.: Education, 1991.

2. Ivanova V. A., Potikha Z. A., Rozental D. E. Entertainingly about the Russian language: a guide for the teacher. L.: Enlightenment. Leningrad branch, 1990.

3. Kazbek-Kazieva M. M. Preparation for Olympiads in the Russian language. 5-11 grades. Moscow: Iris-press, 2006.

4. Lvova S. I. Word formation - entertaining about serious: practical tasks for students in grades 8-11. Moscow: Eksmo, 2007.

5. Lvova S. I. Russian spelling: tutorial. M.:

Mnemosyne, 2005.

6. Maksimov V. I. To the secrets of word formation. Moscow: Education, 1980.

7. Olympiads in Russian language and literature / E. E. Dolbik [and others]. Minsk: Bel. Assoc. "Competition", 2007.

8. Panov M. V. And yet she is good! A story about Russian spelling, its advantages and disadvantages. Moscow: Nauka, 1964.

9. Khazanova A. S. Work on spelling in the study of morphology at school. M.: Education, 1981.

10. Shansky N. M. Russian language is excellent. Rostovna-Don: Phoenix, 1998.

11. Encyclopedic dictionary of a young philologist / Comp.

M. V. Panov. Moscow: Pedagogy, 1984.

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In accordance with the school curriculum, spelling in grades 5-7 is studied on the basis of a linear distribution principle. This means that the study of spelling is based on the students' knowledge of the course of phonetics, vocabulary, word formation, morphology. It is especially important for students to master the section “Word Composition and Word Formation”, since, without knowing the structure of the word, students will not be able to correctly apply spelling rules.

"GET INTO THE ROOT!" (11 o'clock).
Purpose: to form in students the idea that the root is the main significant part of the word; introduce free, connected and homonymous roots; to teach to see the alternation of letters in the roots of words; develop spelling skills.

Topic 3. The root is the main significant part of the word.
Single root words (1 hour)
Title of the section "Look at the root!" - this is an aphorism of Kozma Prutkov (the collective pseudonym of a group of Russian writers, which included A.K. Tolstoy and the Zhemchuzhnikov brothers), denoting a playful call for a deep, careful study of the essence of phenomena. Since students begin to actively study word formation, you can tell them about linguists who have made an invaluable contribution to the science of language (G. O. Vinokur, N. M. Shansky, V. V. Tikhonov). It is necessary to tell students about word-formation and etymological dictionaries.

Free download e-book in a convenient format, watch and read:
- fileskachat.com, fast and free download.

• Methodological guide to the teaching materials of V.V. Babaitseva, Russian language, grades 5-9, In-depth study, Babaitseva V.V., Bednarskaya L.D., Politova I.N., 2014
• Working with text in the Russian language lesson, Teacher's guide, grades 5-11, Aleksandrova O.M., Dobrotina I.N., Gosteva Yu.N., Vasiliev I.P., Uskova I.V., 2019

The following tutorials and books.

- 157.98 Kb

MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

educational institution

"MOZYR STATE PEDAGOGICAL UNIVERSITY NAMED AFTER I. P. SHAMYAKIN"

Faculty of Philology

Department of the Russian language

OPTIONAL CLASSES IN THE RUSSIAN LANGUAGE

AS A WAY OF LINGUISTIC AND SPEECH DEVELOPMENT OF STUDENTS (ON THE MATERIAL OF THE OPTIONAL

ON SPELLING IN GRADE 6)

Coursework on teaching methods

Russian language

Artist: Elena Dashkevich

4th year student, 1st group,

daytime receipt

higher education

Scientific adviser: Bozhenko Lyubov Nikolaevna,

candidate of philosophy Sciences, Associate Professor

INTRODUCTION……………………………………………………………………

1. OPTIONAL CLASSES AND THE METHODOLOGY OF THEIR CONDUCTION…………………………………………………………………

1.1. Electives as a form training sessions and their place in the educational process………………………………………………………………………….

1.2. Electives in the Russian language and their methodological support…….

2. RUSSIAN SPELLING OPTIONS……

2.1. Analysis of the content of electives in spelling……… ……………..

2.2. Education and spelling of words as part of the elective “Immerse yourself in the interesting world of education and spelling of words” in the 6th grade……….

CONCLUSION…………………………………………………… …………….

APPENDIX A. Summary of an optional lesson on the topic: Formation of words using pre- and pre- prefixes and their spelling ... ..

INTRODUCTION

The modern educational process at school is carried out in such forms as a lesson, extracurricular activities, extracurricular activities. Extracurricular activities in a modern school are as compulsory as lessons.

They are held in various subjects as a form of in-depth theoretical and practical training of students, as a means of implementing differentiated, student-centered learning and developing interest in the subject being studied.

Since 2010, all electives in subjects in the Republic of Belarus are held on topics and programs approved by the Ministry of Education. They were developed by scientists and teachers of higher educational institutions, they also wrote programs, manuals for teachers and students.

For a full-fledged preparation for the future pedagogical work of a language teacher, students need to know everything about modern electives in the Russian language, so this topic is relevant and practically significant. Note that this topic is not presented in any way in the educational literature on the subject,,.

The object of study in this course work are electives as a type academic work in the Russian language in the absence of specialized classes.

The subject of study is the content of an elective in the Russian language in the 6th grade on the topic "We plunge into the interesting world of education and spelling of words."

The purpose of this term paper on the methodology of teaching the Russian language - to study the available regulations in connection with the organization of optional classes in the Russian language and to critically comprehend the content of the elective in the 6th grade on the topic "We plunge into the interesting world of education and spelling of words."

To achieve this goal, it is necessary to solve the following tasks:

1) study the issue of electives as a form of study and find out their place in the educational process;

2) get acquainted with electives in the Russian language and their methodological support;

3) analyze the content of electives in spelling;

4) to critically evaluate the content of the elective for the 6th grade “We plunge into the interesting world of education and spelling of words”;

5) develop a summary of one optional lesson on the topic "Formation of words with the help of prefixes pre- and pre- and their spelling."

The methodological basis for this course work are official documents regulating the organization and implementation of extracurricular activities in the educational process; publications of authors - developers of the concept of conducting optional classes in the Russian language, programs and teaching materials for teachers and students on the spelling of the Russian language. To solve the third and fourth tasks, we used analysis, comparison, comparison, morphemic, word-formation and spelling parsing.

1. OPTIONAL CLASSES AND METHODOLOGY

THEIR CARRYING OUT

1. Electives as a form of training sessions and their place in the educational process

An optional course, or an optional subject (French facultatif - from Latin facultas - "opportunity"), is an optional course (subject) studied at a higher educational institution or school of the student's (student's) choice.

Modern electives - special organizational form educational work, which differs from both the lesson and the activities extracurricular activities. At the same time, it is emphasized that electives have much in common with lessons and additional classes. Like lessons, optional classes are conducted according to approved programs and plans, a class log is kept, classes are scheduled, and in these classes they use teaching methods common with the lesson and forms of organizing independent cognitive activity of students.

The similarity with subject circles lies in the fact that an elective, like a circle, unites a group of students on the basis of common interests, the voluntary choice of this form of education. In extracurricular activities, some forms and methods are used that are typical for extracurricular activities. However, the teacher must remember that electives do not replace extracurricular work in the subject. Being an independent part of educational work, electives can be supplemented by extra-curricular (club) classes, in which students further deepen and expand their knowledge and skills.

Working with a relatively small number of 10-15 interested students, the teacher, to a greater extent than in the classroom, can implement a differentiated approach, select tasks depending on the inclinations and characteristics of the students.

Extracurricular activities include high level creative abilities of students.

Here, more than in the classroom, the research method can be applied, which modern didactics considers as educational in the system of methods. The research nature of the work depends not only on the formulation of the task, but on the student's approach to work: he relies on information obtained by science, uses some methods of scientific analysis in order to solve problems that are new for him and his comrades.

The work of students in extracurricular activities is evaluated somewhat differently than in the classroom: the ten-point system is not applied, but the recognition of the prepared report or message is worthy of being repeated in a wider audience, for example, in a lesson.

In a sense, extracurricular activities occupy an intermediate position between the main lessons in the classroom and a variety of extracurricular work in subjects. Unlike extracurricular activities, electives have a strictly educational focus, provide a system of knowledge defined by the curriculum, etc. At the same time, some forms of extracurricular work are used in electives - elements of the game and competition, entertainment techniques, quizzes, exhibitions, and a different, more free, compared to the lesson, classroom environment.

To the main, most specific forms educational process Extracurricular activities include talks, lectures, practical exercises and seminars. At the same time, it is understood that in the optional classes, basically, the same teaching methods are used as in class work when studying basic subjects. The variety of methods and forms of educational work is a necessary quality, the second (along with the content of education) source for the development of students' cognitive interests.

The conversation requires considerable study time for its conduct, and with a relatively small composition of the optional group (10–15 people), the opportunity opens up for the overwhelming majority of students to participate in the conversation and an atmosphere is created that is greater than in the classroom, the immediacy of communication between the teacher and students. The conversation in optional classes has a universal character, it is fragmentarily included in the lecture, it becomes a kind of practical and seminars. Application during the conversation heuristic method, problematic assignments, the organization of search activities of students increases the creative abilities of students and the effectiveness of learning.

The teacher's lecture serves as an introduction and conclusion to the topic, contains new, mostly generalizing material, it highlights the fundamental theoretical and methodological problems, sets out the foundations of the knowledge system on the relevant topic. The perception of a lecture requires sustained voluntary attention from students; readiness and ability to listen and take notes of a serious lecture.

Practical classes are, as a rule, training in nature. Students perform a lot of independent work of a relatively small volume and specific content, mainly in the course of the lessons themselves.

Seminars are a form of training sessions that provide students with the greatest independence. The main elements of the seminar work are abstracts, student reports, discussions of reports, a detailed conversation on individual issues put forward by the speakers or proposed by the leader, the teacher's introductory and concluding remarks on common problems seminar. In addition, for a seminar, a debate, such a form of training as a consultation is of great importance for all students of the elective course, and especially for speakers.

In optional classes, they are used in equally frontal, individual and group forms of work: conversation and lectures are predominantly frontal in nature; in practical classes, seminars and debates, in addition, individual and group forms of student learning activities are used, which are also combined in various combinations in specific classes, depending on goals and objectives.

All forms of the educational process in extracurricular activities require a gradual but intensive increase in the proportion independent work students. This entails the individualization of learning and even more raises the leading role of the teacher, because the methodological support for effective independent work of students requires serious, thoughtful preparation on the part of the teacher. For conversation and debate, the teacher prepares topics and questions, he develops assignments and exercises for practical work, topics and plans for seminars. However, it is not enough to distribute topics among students and give them general instructions. It is necessary to develop the creative abilities of students.

In practical classes and seminars, it is possible to widely use group work, in which all participants in the classes are divided into groups of 3–5 people. Each group receives a task, prepares it together, discusses the results of the work and nominates a speaker or distributes messages on individual issues among themselves; other members of the group complement the speakers. Tasks for group work should be of a problematic nature, i.e. contain a cognitive difficulty, encourage the active use of knowledge and skills, form the basis for collective activity and the exchange of opinions. All groups can receive the same tasks, and then the prerequisites for discussion arise; or receive different tasks within common theme, and then each group contributes its share of information to the disclosure of this topic. The teacher observes the work of the groups, in case of difficulties, helps to develop a plan of their actions, if necessary, raises leading questions, and after the presentations of the representatives of the groups, makes conclusions.

To group work optional classes also include the performance by small groups of students of long-term research (in the educational sense) tasks that cannot be completed on the basis of one or two generalizing works, but require the selection of information from various and numerous sources.

According to the nature of the educational independent activity of students in extracurricular activities, it is advisable to distinguish four levels of independence.

The first level is the simplest reproducing independence.

This level is especially pronounced in the student's independent activity when performing exercises that require a simple reproduction of existing knowledge.

The first level of independence can be traced in the educational and cognitive activity of many students who have started extracurricular activities. Then some students quickly go to the next level, while others linger on it for a certain time. Most of them in the process of studying the material reach a higher level of independence than the first.

Description of work

The subject of study is the content of an elective in the Russian language in the 6th grade on the topic "We plunge into the interesting world of education and spelling of words."
The purpose of this course work on the methodology of teaching the Russian language is to study the existing regulatory documents in connection with the organization of optional classes in the Russian language and critically comprehend the content of the elective in the 6th grade on the topic “We plunge into the interesting world of education and spelling of words.”

The content of the work

INTRODUCTION……………………………………………………………………
1. OPTIONAL CLASSES AND THE METHODOLOGY OF THEIR CONDUCTION…………………………………………………………………
1.1. Electives as a form of training sessions and their place in the educational process………………………………………………………………………….
1.2. Electives in the Russian language and their methodological support…….
2. RUSSIAN SPELLING OPTIONS……
2.1. Analysis of the content of electives in spelling……………………..
2.2. Education and spelling of words as part of the elective “Immerse yourself in the interesting world of education and spelling of words” in the 6th grade……….
CONCLUSION………………………………………………………………….
LIST OF USED SOURCES……………………………

search results:

1. We dive in interesting world

   We plunge into the interesting world of education and spelling of words. Grade 6 Handbook for teachers of educational institutions with Belarusian and Russian languages ​​of instruction. Recommended by the Scientific and Methodological Institution "National Institute of Education".

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