Check the unstressed case ending of the noun. Spelling unstressed case endings of nouns
Card No. 1.
Insert endings. Indicate declension, case, highlight the endings of nouns, indicate spelling.
Empty in the winter in the steppe…..(____________). Children play snowballs on the school playground….(___________). The snow lies (_______) on the...rhushk...(_____)
(___________) ate…. (__________). Bees also live in the hive in winter....(________).
A narrow path led from the groves….(________) to the railway embankment….(_____________). The travelers stopped to rest near the rivers....(__________),
Along the cleared paths....(_____________) of the garden, the guys reached
edge…..(___________) forest.
Card No. 2.
Put the nouns in the correct case, indicate their declension and case, highlight the spelling.
I had to ride a car...(_______________), a tram...(_________________), a horse...(_____________).
The briefcase...(_______________) contains books and notebooks.
There are toys in the bag...(___________), on the sofa... (________________).
We remember our summer vacation... (________________). It was deep night when we reached the village... (_______________). It was already dark in the village...(_______________). From the villages... (_______________) dogs were barking... (___________).
There were a lot of toys hanging on the New Year tree... (_______________).
Card number 3.
Place the nouns in brackets in the correct case, indicate the declension and case.
Talk about (book, girlfriend, friend).
__________________________________________________________________________
Tell about (fairy tale, performance).
__________________________________________________________________________
__________________________________________________________________________
To be at (exhibition, concert, pier).
Think about (gift, lilac, book, elk).
____________________________________________________________________________________________________________________________________________________
- Indicate the declination.
Lilac, wheat, luggage, theater, tent, salt, furniture, apple tree, rye, oats, towel, market, squirrel.
__________________________________________________________________________
On the topic: methodological developments, presentations and notes
Spelling of case endings of nouns of the 1st declension
The presentation is intended for a lesson in the Russian language on the topic: "Spelling case endings of nouns of the 1st declension" in grade 3 - Zankov system. In addition, the material can...
Spelling unstressed case endings of nouns
This presentation will help the teacher repeat the spelling of unstressed vowels in the root of a word, the spelling of untested unstressed vowels in the root of a word, as well as the spelling of case unstressed endings...
Russian language. 3-4 grade. Test Spelling of unstressed endings of nouns and adjectives
Russian language test for students in grades 3-4 (3rd quarter), consisting of 16 tasks to test students' knowledge of spelling case endings of nouns and adjectives, knowledge of gr...
Lesson on the topic: Unstressed endings of nouns
1). Org. moment
The bell rang - our lesson begins.
Guys, what are you in the mood?
Turn to each other, smile at each other and say: “ I wish you well. You wish me well. If it gets difficult, we will always get through it together».
Writing a number
Before writing, let’s remember how to sit at a desk correctly:
“I’ll sit straight, I won’t bend, I’ll do a great job.”
Open your notebooks, write down the number and Classwork
2. A minute of penmanship. Self-determination for activity.
What season is ruling the earth now?
What associations does this word evoke? What do you imagine?
Here is the north, the clouds are catching up,
He breathed, howled - and here she is
The sorceress winter is coming.
Who owns these lines? Pushkin
With whom does the poet associate winter? What does he call her? (Sorceress.)
Indeed, a lot of fabulous and magical things happen in winter. And the most magical holiday - New Year.
Write the first letter of the word sorceress.
What sounds does the letter “v” represent? What can you tell us about them?
V denotes a soft consonant sound.
Name the syllables in which the letter V denotes a hard consonant sound.
Write these syllables beautifully. ( walk around the class and see who writes how and point out the shortcomings out loud, then show one of the best notebooks under the camera. Look, here... the syllables are written very beautifully and neatly, the sizes of the letters are observed, the letters are connected correctly)
3. Vocabulary work.
We have already said that winter is k...nki,in...th , val...nki, p...lto, s...p...gi,wind...r, m...rose , m...tel.
What kind of words did I use? Why are they called dictionary?
From these words, select and write:
Option 1: those words that name things that can be worn
Option 2: those words that characterize the weather in winter.
Now, exchange notebooks, pick up pencils, and we’ll check.
What did you write in option 1?, what letters were inserted?
What did you write in option 2? What letters did you insert?
Well done! We did it almost without errors!
4. Communicate the topic and objectives of the lesson.
From the earth from the hut
By water on the road
On the wall at a party
From the wilderness to the steppe
How are these groups of words similar? (endings e, i)
How are groups of words different? (in column 1 there are words with stressed endings
In column 2 with unstressed endings)
The topic of our lesson“Spelling unstressed case endings of nouns”
What will we learn in class? (We will check unstressed vowels at the end)
What is the purpose of the lesson?
Strengthen knowledge of checking unstressed case endings of nouns .
5. Working on the topic of the lesson.
What is called declination? ( Changing the endings of nouns according to questions is called changing by case or declension.)
- How many declensions are there in Russian?
What nouns belong to the 1st declension? Give examples
(Masculine and feminine nouns that end in -a or -ya in their initial form.)
What nouns belong to the 2nd declension? Give examples
( Masculine nouns with a zero ending in the initial form and neuter nouns with endings –о, -е or –е.)
What nouns belong to the 3rd declension? Give examples
( Feminine nouns with a zero ending in the initial form with a soft base and with a hard base in w, sh.)
Remember the algorithm for correctly writing unstressed endings of nouns. To do this, let's turn to the textbook on page 37
Well done! Now we can complete the following exercise without errors.
So, we write with comments on the spot.
Task: insert endings, determine declension and case.
without error.., on the ship..., in the floor..., near the square..., in Rosh..., to the groves...
Smart girls! Let's conclude, how can we check the unstressed endings of nouns? What do I need to do?
6. Physical education minute.
You are probably a little tired, let’s rest, and then we’ll start writing again.
7. Consolidation.
Let's consolidate our knowledge by completing the exercise in the workbook, page 29, exercise 44.
You need to compose and write down 2 word combinations from the words of each group. Use verbs in the singular form of the past tense, indicate the case and declension of the nouns in brackets.
Tell me what questions the past tense verb answers?
1 person per board, with commenting.
Next we are asked to compare the endings of nouns 2 skl and 3 skl in P.p. What can you say? What is the peculiarity of the spelling of endings in 3rd class nouns? What do you need to know in order not to make a mistake in choosing the endings of nouns 2 and 3?
Now let's divide into groups. I will give each group a specific task, which they must complete within 5 minutes, then 1 person from each group will come forward with the correct answer at the board.
Each group has a text on their tables in which the endings in the words are missing.
The 1st group needs to find and write down nouns in R.p.
2nd group in D.p.
3rd group in P.p.
4th group in R.p.
5th group in D.p.
6th group in P.p.
Everyone's texts will be different.
Time has expired, I ask the 1st group to respond. (comes to the board, underlines the words on the slide, and explains his choice), etc.
So, tell me again, what needs to be done to correctly write the unstressed case ending of nouns?
Well, the last task, after completing which I will find out how accurately you understood our topic today, whether you learned to correctly write unstressed endings of nouns.
In front of you are pieces of paper with words in which the endings of nouns are missing. In 2 minutes, you will have to fill in as many of these endings as possible and correctly.
Time has passed. Time has expired, put the pieces of paper on the edge of the table, at the end of the lesson you will hand them over to me.
8. Homework.
Well done, you all did a great job today! The time has come to ask you homework.
1. repeat the endings of the nouns in each case.
2. textbook page 37, repeat the algorithm for writing unstressed noun endings.
3. perform pack. 64 on page 38. Here you need to use the repeated rules, correctly enter the endings of nouns, determine the declension, case and highlight the endings.
9. Summary of the Lesson.
To sum up our lesson, I will ask you to continue with your sentences.
I learned ____________ in class today
I learned__________________________
I repeated______________________________
I liked it the most_________________
I worked in a ______________ mood
I had difficulty when ________________
Thank you for the lesson!
View presentation content
"unstressed endings of nouns"
Vocabulary work
K...nki, in...th, val...nki, p...lto, s...p...gi, wind...r, m...rose, m...tel .
Vocabulary work
TO O nyki, in e th, shaft e nki, p A lto, with A P O gi, vet e r, m O roses, m e tel.
From the earth from the hut
From the wilderness to bed
By water on the road
On the wall at a party
From the earth from the hut
From the wilderness to bed
By water on the road
On the wall at a party
Lesson topic:
Spelling
unstressed
case endings
nouns
Declension nouns
1st declension
1st declension
Zh.r. + M.r.
-A
-I
2nd declension
2nd declension
M.R. + Avg.
-e
-O
3
declination
3rd declension
Zh.r.
Homework
- Repeat graduation nouns in each case.
- Textbook page 37 , repeat the algorithm for writing unstressed endings.
- Ex. 64, page 38
I learned _______________ in class today.
I learned_______________ .
I repeated________________.
I liked it the most___________.
I worked in a _____________ mood.
I had difficulty when _________.
What case endings do nouns have? You will find the answer to this question in the materials of the presented article. We will also tell you about the differences between case endings of different declension and give some examples.
General information
Knowing how words change by case is extremely important. After all, spelling case endings brings a lot of problems when creating a literate text. It should be noted that the choice of one or another letter in nouns depends entirely on which declension they belong to. By the way, there are errors in the spelling of endings -And or -e occur only in certain case forms: dative, genitive and prepositional cases. That is why it is recommended to remember them.
What is declination? Types of declinations
Nominal ones are declined according to the adjectival type, as well as the substantive and pronominal type. In this article we are only interested in the substantive declension. It is divided into three subtypes. Let's look at them in more detail:
- According to the 1st declension, nouns change (in singular) general (crybaby), masculine (dad) and feminine (mother) gender, which have the endings -я or -а in the nominative case.
- According to the 2nd declension, nouns (in the singular) of the masculine gender are changed, having (nail, house) or endings -e, -o (domishche, little house), as well as neuter nouns with endings -е, -е and -о ( field, spear, window) in the nominative case.
- The 3rd declension changes feminine nouns (singular) that end in a hissing or soft consonant (for example, pride, thought, branch). If such a word has a hissing consonant at the end, then its belonging to the 3rd declension should be indicated by a soft sign (for example, mouse, rye, stove, etc.).
Singular case endings for nouns
To write a letter correctly, for example, it is advisable to know all the possible endings of nouns of different declensions. To do this, you should decline the corresponding words by case.
Nouns of the 1st declension
- Nominative case (who? what?) - dad(a), iv(a), Kol(ya), Yul(ya).
- Genitive case (what? whom?) - dad(s), iv(s), Kol(s), Yul(s).
- Dative case (to what? to whom?) - pap(e), iv(e), Kol(e), Yul(e).
- Accusative case (what? whom?) - pap(u), iv(u), Kol(yu), Yul(yu).
- Instrumental case (with what? by whom?) - dad(oh), iv(oh), Kol(ey), Yul(ey).
- Prepositional case (about what? about whom?) - about dad (e), about iv (e), about Kol (e), about Yul (e).
The case endings of 1st declension nouns are the same for all similar words. That is why, if you have difficulties while writing them, you can safely look at this table and determine the correct ending.
Nouns of the 2nd declension
- Nominative case (who? what?) - deer(_), watermelon(_), gender(e), sky(o).
- Genitive case (what? whom?) - deer(s), watermelon(s), gender(s), sky(s).
- Dative case (to what? to whom?) - deer (y), watermelon (y), floor (y), sky (y).
- Accusative case (what? whom?) - deer (me), watermelon (_), floor (e), sky (o).
- Instrumental case (with what? by whom?) - deer (em), watermelon (s), floor (s), sky (s).
- Prepositional case (about whom? about what?) - about deer (e), about watermelon (e), about gender (e), about sky (e).
Nouns of the 3rd declension
Unstressed case endings of nouns
In order to avoid making mistakes while writing a text, teachers recommend that their students memorize the endings of all three declensions. However, this is not as simple as it seems at first glance. It is especially difficult to remember those words that have unstressed case endings. But there is a separate rule for this case in the Russian language. Let's imagine it right now.
If the case endings of nouns are in an unstressed position, then their correct spelling is determined by checking words of the same type of declension that end in a similar stressed letter. Here's an example:
- knee, field, lake (face, window, chisel);
- about the book, (about the hand);
- horses, bowls (stumps, tables);
- watchman, house, field, glue (knife, table, edge, window);
- lake, chair, stone (window, table, stump);
- about the watchman, about the teacher, in the field, about the dress, (about the knife, about the horse, in the window, about the linen);
- songs, servants, windows (teachers, cities, seas).
Plural nouns
We discussed above what case endings the singular nouns have. But sometimes it is necessary to correctly decline words that are in plural. It should be especially noted that their case endings do not depend on what declension they have. However, they can differ markedly for inanimate and animate objects (not always).
Plural inanimate nouns
- Nominative case (what?) - chair(s), watermelon(s).
- Genitive case (of what?) - chair(s), watermelon(s).
- Dative case (to what?) - chair(s), watermelon(s).
- Accusative case (what?) - chair(s), watermelon(s).
- Instrumental case (what?) - chair(s), watermelon(s).
- Prepositional case (about what?) - about chair(s), watermelon(s).
Animate nouns in the plural
- Nominative case (who?) - lan(s), lionesses(s).
- Genitive case (whom?) - lan(s), lionesses(_).
- Dative case (to whom?) - lan(yam), lioness(am).
- Accusative case (who?) - lan(s), lionesses(_).
- Instrumental case (by whom?) - lan(s), lionesses(s).
- Prepositional case (about whom?) - about doe(s), lioness(es).
Indeclinable words (nouns)
As mentioned above, nouns have one or another case ending depending on which of the three declensions they belong to. However, in Russian there are often words that are indeclinable. These include nouns that, after changing cases, have endings of different declensions.
So, the indeclinable nouns include ten that end in -mya. Let's call them in order:
- burden;
- banner;
- tribe;
- time;
- stirrup;
- udder;
- crown;
- flame;
- seed.
Among other things, the masculine word “path” is classified as indeclinable. In order to correctly decline such nouns, you should know that when changed they have the suffix -en- or -yon (for example: banner - banner, crown - crown, name - names, etc.).
Note
Nouns that end in -iya (series, army, Maria, line, etc.) represent a special variant of declension. Thus, in the prepositional, genitive and dative forms they have the ending -i. Here's an example:
- Genitive case (what? whom?) - seri(s), armies(s), Mari(s), line(s).
- Dative case (to what? to whom?) - seri(s), armies(s), Mari(s), line(s).
- Prepositional case (about what? about whom?) - about seri (s), about army (s), about Mari (s), about line (s).
It should be noted that these words are not recommended to be confused with nouns ending in -ya (for example, Natalya, Marya, Sophia). After all, they decline according to the general rules, and also have the ending -e in the forms of the prepositional and dative cases (Natalia, Marya, Sophia).
By the way, proper names that are used to call settlements(Kashin, Borodino Kalinin), have a special form in the instrumental case (singular). Thus, the presented words are declined according to the model of nouns of the 2nd declension and have a case ending -om (Kalinin, Kashin, Borodin). It should also be said that such words should not be confused with Russian surnames (Kashin, Borodin, Kalinin), which in the instrumental case have the ending -y (Kalinin, Kashin, Borodin).
E.A. Makovey, Russian language teacher, Municipal Educational Institution Secondary School No. 1, Adygeisk,
A.I. Arkhipova, professor of Kuban State University
§ 4. Spelling endings
Ending - this is a variable part of a word that forms the form of a word and serves to form a connection between words in a phrase and sentence.
4.1. Spelling unstressed endings of nouns
The choice of an unstressed vowel at the end of a noun depends on the type of its declension.
In China.., in Kore.., in Germany.., in the Arctic.., in amazement..
To find out the spelling of the ending of a noun, follow these steps:
1) put the noun in initial form (who what?);
2) determine the type of its declination from the table;
3) substitute in its place a test word for this type of declension (this word has a stressed ending in different cases, which will indicate the desired vowel).
|
Special group of nouns* |
-me |
time |
Path |
|
1st declension |
-a (m.r./f.r.) I (m. b./f. b.) |
a country |
Wall |
|
2nd declension |
Zero ending (m.r.) |
horse |
Table |
|
3rd declension |
-ь (f. r.) |
mother |
Steppe |
*A special group of nouns includes differently inflected nouns, as well as nouns of 1st and 2nd declension with special endings (so-called nouns in -ee, -ee, ee).
In China - (China, 2 pages, in the table).
in Korea - (Korea, 1st book, in the wall).
in Germany - (Germany, esp. gr., on the way).
in the Arctic - (Arctic, 2nd volume, in the table).
in amazement - (amazement, special gr., on the way).
|
Note! Rememberthat nouns like doubt And doubt, Maria And Marya lean differently: Remember that the rule does not apply to indeclinable nouns and to nouns indeclinable as adjectives. |
4.2. Spelling unstressed endings of adjectives and participles
Unstressed endings of adjectives and participles are checked by the stressed ending of the test word.
In a flying plane; changing opinion; powerful voice.
You can determine the ending by the test word - what question? (he will suggest a stressed vowel at the end):
in a rotating cylinder
(which one? - ending -om / -em) in rotating;
with the changing wind
(with which one? - ending -y/-im) with changing;
a worried mother (which one? - ending -th/s) a worried mother;
on a sinking ship
(on what ship? - ending -om / -em) on the sinking
Exception:
in the form of the nominative (accusative) case m.r. units The ending of the adjective (participle) should be remembered: -Y / -YY.
The Lost Man; curling smoke.
4.3. Spelling of unstressed personal verb endings
The choice of an unstressed vowel in the personal ending of a verb depends on the type of its conjugation.
We are c..m; you hear...you; they are fighting...
To find out the spelling of the ending of a verb, follow these steps:
1) put the verb in the indefinite form ( what to do / what to do?);
2) determine the type of conjugation from the table;
3) substitute the test word (the stressed ending of the test word will prompt the desired vowel).
We glue ... m (glue, II conjugation, we say) - glue
You hear...sh (hear, II conjugation, you speak) - hear
They are fighting (to fight, I conjugation, they take) - they are fighting
|
Note! When putting a verb into the indefinite form, you should ensure that the verb retains the same verbal form. Verbs like y hear, lay etc. (formed with the help of prefixes from verbs - exceptions) belong to the same type of conjugation as the exceptions themselves. Verbs like shave, hold on etc. (formed with the help of the suffix -СЯ from verbs - exceptions) belong to the same type of conjugation as the exceptions themselves. |
In a flying plane (which one?).
Changing opinions (which ones?).
Mighty voice (excl.).
Experience shows that one of the most difficult spellings for primary school students is spelling case endings -e and -i in nouns. The source of errors in these cases is the sound coincidence of unstressed endings of nouns in combinations such as in the village - from the village, in the grove - from the grove, on the site - in the square, etc.
Children very often write endings in words incorrectly because they incorrectly determine the case. Younger schoolchildren find it difficult to distinguish cases. However, it also happens that a student writes endings in words correctly, but parses the forms of nouns incorrectly.
It seemed like such a simple topic at first glance: “Noun,” but how many important issues are resolved when studying it. The most important and important thing is how to teach writing correctly?
For three years, the teacher painstakingly develops children’s ability to quickly find a noun in a group of other parts of speech based on essential features, preparing them for work at an important stage - spelling endings.
First, it is advisable to introduce students to cases without relating them to any particular declension. Children become familiar with the names of cases and case questions. They learn to put questions to nouns when determining case.
At this initial stage of familiarization with cases, students do not connect the case of nouns with specific endings.
To clarify the concept of “case,” it is advisable to give students nouns of different declensions (masculine, feminine and neuter; 1st, 2nd, 3rd declension). Then the case will be perceived by children as an indicator of the connection of nouns with other words in a sentence (or phrase). On at this stage it is important that children understand that case depends
from the word with which the noun is associated, and from the question that is posed by another word. For example: did you see who? (what?) dog, bear, lynx - one case (accusative) for all nouns; swam in what? in a river, in a lake, in a bay - one case (prepositional) for all nouns answering the question where? (In what?).
When studying the three types of declensions, this understanding of case will be confirmed and strengthened. As a result of an initial introduction to cases, students will learn that there are six cases in total; each case answers a specific question; any nouns, if they answer the same question, are in the same case (for example: I see someone? a titmouse, a nightingale; I do what? a stool, a table).
In declension, the difference between nouns lies in endings, not cases. Nouns belonging to different declensions have different endings.
Studying the topic: “Change by case” occurs in in a certain order. First of all, children are given the concept that nouns change in questions depending on other words. After this there is an introduction to individual cases and case questions. Each case is first taken without prepositions, then students find out which prepositions are connected with which cases.
It is very important at first to give nouns with stressed endings, using such types of work as analyzing sentences, phrases, establishing connections between words, composing sentences and phrases with the studied case forms of nouns, in particular nouns answering the questions where? Where? where?
It is also important that in the process of studying this topic, students clearly compare cases with each other, find out the role of each of the cases and prepositions.
In order for children to understand the difference in the case endings of nouns and to write them correctly, it is necessary to teach them to determine the type of declension of nouns based on their gender characteristics. Children should understand that the type of declension can be determined by gender and stressed endings: the 1st declension includes noun. w.r. and m.r. With endings -а, -я(earth, sister, ....). Each declension has different endings in the same case.
And then comes the study of each declination separately. Every opportunity is used to compare the declensions with each other, so that children learn to find their similarities in case and differences in endings (R. - school, home, steppe; D. - school, home, steppe, etc.).
On the other hand, children learn to correctly write unstressed endings by analogy with stressed endings for nouns belonging to the same declension and standing in the same case (by room e, according to the village e – by water e
).
The task that the teacher faces when studying nouns of the 1st declension in the fourth grade is to help children understand that the stressed and unstressed endings of nouns of the indicated declension are the same, and to teach children to check the spelling of unstressed endings of nouns by comparing cases with each other : genitive and dative, genitive, dative and prepositional, etc. The endings of these cases are easy to confuse, so it is important to practice and develop in children the ability to check the spelling of endings by substituting instead of a noun with an unstressed ending a noun of the same declension and the same case with a stressed ending (from the villages And- from the earth And ; to the villages e- to the ground e). Now it’s easy to understand that the ending of the genitive case is - -и (-ы), the dative and prepositional cases are e. The ability to distinguish between cases also helps to distinguish between endings, for example: near the village (R.p.), in the village (D.p.) , in the village (P.p.). All these words answer the same question, where?, but have different endings, because in different cases.
Spelling the endings of nouns of the 2nd declension causes less difficulties. The unstressed ending of the prepositional case sounds closer to i than to e: “in houses, parks.” The question is where? is characteristic not only of the prepositional case. Therefore, children can be helped by: 1) knowledge that the characteristic ending of the prepositional case of nouns of the 2nd declension is –e; 2) comparison with a noun of the same case and declension, but with a stressed ending (to the city e, to the park e, to Smolensk e- on the table e , all L e, to Orel e ).
The 3rd declension is contrasted with the 1st and 2nd declension. It is important to show that nouns of the 3rd declension never have the ending –e, that only three cases have the ending -i (steppe – R.p., to the steppe – D.p., about the steppe – P.p.) .
All of the above once again proves that one of the most relevant topics in the Russian language in the spelling of words with unstressed vowels in a word is “Spelling an unstressed vowel at the end of a noun.”
Even the ability to decline nouns and determine their case does not always lead to the correct spelling of a given spelling. There are children in the class who cannot use helper words when writing: children with a low level of attention cannot timely determine the required spelling in a word, and those with a low level of memory cannot quickly remember the required ending of a noun in a certain declension and case.
In this situation, the teacher is obliged to use all forms and methods of work in order to achieve conscious assimilation of this topic and the application of knowledge in practical activities.
Cards with individual tasks can be of great help in a teacher’s work with the whole class.
Those. “It is important to strive to ensure that each student works to the fullest of his abilities, feels self-confident, feels the joy of educational work, consciously and firmly assimilates the program material, and advances in development.” (Demeneva N.N. “Differentiation of educational work of younger schoolchildren)
IN modern education The issue of developing the learning skills of each child at a certain level is being resolved. That is why an individual approach is important, which should be implemented through differentiated training.
Using various methods and techniques of psychological examination of children (the “Study of verbal and logical thinking” method, memory research using the methods of T. Rotanova and T.G. Bogdanova, attention - Bourdon’s method, observations, oral and written work of children) showed that in terms of degree three groups of children can be distinguished:
the first - with a low degree of learning ability;
the second is a group with an average degree of learning ability;
the third is a group with a high degree of learning ability.
Fragments of a lesson on the topic: “Noun”
Goals. 1. Learn to compare and write stressed and unstressed endings
nouns of the same declension.
2. To form stability and distribution of attention, analytical-synthetic thinking,
self-testing skills.
Explanation of new material
K – No. 1
Look at the table carefully. Decline these words.
1) Read the task on the cards, choose a task according to your capabilities and complete it.
3) Independent work. (One student of each level performs the task on film, checking is carried out using an overhead projector.)
2) Comparison of stressed and unstressed endings of adjectives (starting from level 1).
What shock endings did the guys write out when completing the first card? (viewing and comparing completed assignments by level 1 students);
- Look carefully at how the guys completed the task on the second card.
Which part of the word is stressed?
- At the end.
- Compare the endings from the first card and the second. Draw a conclusion.
- Endings are percussive.
- Look at card 3. What did you notice compared to the first two?
- On the first two cards the endings are stressed, and on the third - unstressed.
- Who noticed another feature?
- Stressed and unstressed endings of nouns are written the same way.
- What words can be used to help when we write words with unstressed endings?
RIVER, EARTH, YARD, HORSE, WINDOW, STEPPE.
- Read the conclusion on page 82 of the textbook.
Initial testing of new material
(differentiation by level of difficulty)
K – No. 2
The test is carried out using an overhead projector (one student from each level performed the task on film).
- Read the assignment and check your work and the work of your friends.
- Name the words - helpers of the 1st, 2nd, 3rd declension.
- Read the task on the second card, take the “yes” and “no” signals, and check your work.
If the guys think that the ending is correct, they show “yes,” if they don’t agree, they show “no.”
- What helping words have you used in your work?
- (Similar work is carried out to check the third card)
Reinforcing the material learned
(the task can be worked in two versions)
IN 1.
(Differentiation by volume educational material.)
Exercise assignment:
- Place the nouns in brackets in the correct case. Write the phrases.
Determine the case and declension of nouns. Highlight the endings. Indicate the emphasis.
- The first sentence is executed with commentary.
- Independent work
1st level - 2, 3 sentence;
2nd level - 2, 3, 4 sentence;
Level 3 - 2, 3, 4, 5 sentence, indicate test words.
This is done using cards with unstressed case endings:
-e, -i, -a, -i, -oh, -ey, -om, -eat, -u, -yu.
AT 2.
(Differentiation by level of independence)
Exercise 181 page 83.
- Introduction to the task.
- Children of the 3rd level begin to complete the task.
- With the help of the teacher, students of levels 1 and 2 work on sentences 1 and 2.
- Level 2 students continue to work independently, and Level 1 students complete work independently under teacher supervision.
- Checking the completed task.
(implemented from the 3rd sentence)
Formation of skills and abilities
1st level
About the pulp..., through the desert..., on the ship..., from joy..., from the dens...,
to victories..., for libraries..., to the horizon..., about autumn..., by the handful...,
oh mouse..., oh drop... .2nd level
Write it down, put the emphasis, determine the declension and case for it. nouns, insert and highlight the missing ending.
From porridge... to carnations..., along paths... to groves..., along aspen trees... to sirens...,
on top... ate..., from villages... to rivers..., near beds... on cabbages..., from twigs... to branches... .
3rd level
Write word combinations according to these diagrams. The endings of nouns must be unstressed.
In (1st class, f.r.. P.p.) about (2nd class., m.r., R.p.)
U (1st grade, w.r., R.p.) (3rd grade, R.p.)
On (2nd grade, m.r., pp.) according to (1st grade, m.r., d.p.)
U (1st class, female, pp.) on ((1st class, female, pp.)
According to (1st grade, female form, d.p.) to (2nd grade, m.r., pp.)
On (2nd class, average r., V.p.) to (1st class, f.r., R.p.)
1st level
Write the words in two columns based on their endings.
On the palm..., on the poplar..., from the big..., on the rooms..., about the hero..., to the regiment..., in the deoevn...,
To the competition..., to the green..., for joy..., about youth..., to the pipe... .2nd level
Write it off. For the words, select words with the same root of a different declension in the same number and case.
For a brooch... - __________________________
Near the bed... - ____________________
In the crib... - ______________________
Oh medal... - ___________________________
In a bottle... -__________________________
About the night... - ___________________________________
To the snow... ___________________________________
3rd level
- Form 2-3 nouns from the verbs: BEND, KNOW, HANDLE, SQUEEZE.
- Put the received words in R.p, D.p, P.p., T.p.
(Differentiation by volume of educational material)
Choose words - helpers, indicate the declination.
1st level – put nouns into singular, R.p and V.p. forms;
Level 2 – put nouns into the singular form, R.p., V.p., D.p.,
Level 3 – put nouns into singular form, R.p., V.p., D.p., T.p., P.p.
K - No. 8
(Differentiation by level of difficulty and creativity)
1st level - Find words in the dictionary that denote people and put them in R.p. and P.p.
2nd level – Find words in the dictionary that denote people and put them in R.p. and P.p. .
Find the extra word and explain your choice (passenger - double consonant).
3rd level - Find in dictionary words, denoting people and putting them in R.p. and P.p.
Divide the words into two groups and explain your solution.Professions of people. Names of people.
Find synonyms for the words: soldier, student, comrade, student, teacher.
K-#9
(Differentiation by level of difficulty)
1st level
Write it down, opening the parentheses. Put emphasis, highlight endings, determine declension and case.Talk about (fairy tale, story), write in (notebook, notebook), sail on (boat, steamship), swim in (river, lake), meet near (gazebo, pier), relax in (village, camp), meet near (gazebo, pier), raced on (car, horse), talk about (incident, life).
2nd level
Write down the nouns in three columns, put the emphasis, highlight the ending, and indicate the case. (words from the task for level 1).3rd level
Find and correct the mistakes made, write a test word in brackets, highlight the ending, put the emphasis, determine the case and declension.Talk about fairy tales, stories; write in a notebook, in a notebook; sail on a boat, on a steamship;
Swim in a river, in a lake...; meet near the gazebo, pier; relax in the village, in the camp; raced in a car, on a horse; talk about incidents, about life.
Primary fixation of the topic:
“Spelling unstressed endings of nouns”
K-#10 (differentiation by degree of difficulty)
1st level
Determine the declension and case of nouns. Select endings.Without a brush, drop by drop, from the sky, about a river, after a friend..., to an oak grove, on an ear of corn, above a forest, by a mountain, under a door, at a friend’s, about a mother, in the sun, to an uncle.
2nd level.
Copy, insert and highlight endings, determine the declension and case of nouns.Without cysts..., drop by drop..., from the sky..., about the river..., after a friend..., to the oak forest..., on the ear..., above the forest..., at the hill..., under the door..., at the comrade..., about the mother......, on suns..., to uncle... .
3rd level.
Put the nouns in the correct case with a preposition.
Brush - R.p., drop - D.p., river - P.p., (after) friend - R.p., oak grove - D.p.,
Kolos - P.p., forest - P.p., hill - D.p., door - R.p., comrade - P.p., mother - P.p.,
Mother - R.p., sun - P.p., uncle - R.p., uncle - P.p.
K - No. 11
1st level
Make up sentences using these words; For nouns, highlight the endings, indicate declension and case.a) from behind, the sun peeked out, clouds;
b) on, trips, guys, from, returned, Kaluga;
c) on, hunters, edge, near, rested, pier, forest.
Find the extra ones.2nd level
Make up sentences using these words, inserting the missing endings.
Indicate the declension and case of nouns.a) from behind, the sun came out, clouds...;
b) on, trip..., guys, from, returned, Kaluga...;
c) on, hunters, edge..., near, rested, pier..., forest....Are all the words needed to make sentences?
Find the extra ones. Tell us about its meaning.3rd level
Using these words, make up and write down sentences. Put nouns in the correct number and case, using prepositions.a) the sun, cloud (singular, R.p.), peeked out;
b) guys, trip (singular, R.p.), returned, Kaluga (singular, D.p.)
c) hunters, edge (singular, P.p.), resting, pier (singular, R.p.), forest (singular, R.p.).Are all the words needed to make sentences?
Find the odd one out. Tell us about its meaning. Choose words on the same topic as the word marina.
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