Lesson developments in the Russian language 4. IV
Lesson developments in the Russian language Kanakina Grade 4
Lesson 1. Acquaintance with the textbook. What is the speech like?
Target: introduce the new textbook and the rules of work but it.
Planned results; students will learn to draw conclusions about the meaning of speech in human life; work according to the textbook, using symbols; negotiate and come to a common decision; evaluate your results.
During the classes
I. Organizing time
II. Work on the topic of the lesson Acquaintance with the textbook
Here is a new textbook of the Russian language. Look at the cover and say how it looks like a 1st grade textbook. What is the difference?
Open your textbook on p. 3. Read the statement of the naturalist writer K. Paustovsky. How do you understand it? (Children's answers.)
-~ What discoveries will the textbook make?
Why do you need to know the laws of speech culture?
Make a conclusion: what will we learn in the Russian language lessons? (Write competently, study the laws of speech culture, learn to use the language.)
Look at the conventions. Read the article in a whisper and say what they are for. (They will help you navigate and pay attention to some types of tasks.) . \
Read: What Kinds of Jobs Will We Do? (Express your opinion, develop speech, compose a text, work with a dictionary, work in pairs.)
III. Physical education minute
One - rise, stretch,
Two - bend down, unbend,
Three - in the hands of three claps,)
Three head nods.
Four - arms wider
Five - wave your hands,
Six- Sit down quietly. "
IV. Work on the topic of the lesson
Open your textbook on p. 6 and read the title of the topic of the lesson.
What question should we answer today? (What kind of speech is D) Ex. 1 (p. 6).
Look at the diagram, remember what we studied in grade 1,
and talk about the types of speech. (Children's answers according to the table.) Ex. 2 (p. 6).
What do you think, which speech arose earlier - oral or
written? Ex. 3 (p. 7).
Read the task and say what needs to be done in the exercise.
State the main idea of the sentence. Prove it with pictures.
Write down an offer. What will help you correctly eg (write off? (Memo on p. 132.)
Open and read the memo.
Explain the meaning of the expression "to a ripe old age" h (Very old.)>
Explain the meaning of the word "inseparable." (Very strong.) from
What familiar spellings met in the sentence ":c
Read the sentence in the textbook. What do you need to pay attention to? (On the highlighted letters in words.)
What letters are highlighted in this sentence? *- - Write down, dictating to yourself in syllables. T - Check what is written. Evaluate yourself!
uh? "!" - did everything correctly and accurately. P,"+" - there are minor errors or corrections. "-" - made more than 2 mistakes, many corrections.
What types of speech do we use now? (Written - wrote down a sentence, orally - answered questions, speech to oneself - thought.)
V. Reflection
I name situations, and you put the letter P if this is an example of written speech, the letter U if this is an example of oral speech, the letter C if it is a speech about yourself.
Listen to the student's answer.
Mom reads a fairy tale to the baby.
We think about the solution to the problem.
>/ We write a dictation.
We read about ourselves.
Let's sing a song.
e (Check. Write on the board: U, P, S, P, S, U.)
"+" - understood the topic and did not make a single mistake. ,b "-" - I'm still a little mistaken, I need to fix it.
VI. Summing up the lesson
E1; What types of speech are there?
What speech do you use more often?
Lesson2. What can you learn about a person from according to himspeech?
Goals: from using illustrative examples to show students "that speech is a source of information about a person; develop the ability to use "polite" words in speech.
aboutPlanned results: students learn to draw conclusions
about the importance of speech in human life; discover and formulate
1: identify the learning problem; analyze and draw a conclusion:, s; evaluate actions in terms of generally accepted rules of “kind”, “safe”, “beautiful”, “correct” behavior.
During the classes.
I. Organizing time
II. Actualization of knowledge Spelling minute
Solve riddles. Write down the clues.., (- (... They sit on a stick In red shirts, The abdomen is light, Stuffed with pebbles. (Rose hip.)
We live underground in a dark burrow. A gray fur coat, tiny in stature, Eyes, black beads, sharp-eyed, And a thin tail with a string. (Mice.)
The grass that grows on the slopes
And on the green hills.
The smell is strong and fragrant
And her fragrant leaf
We're going for tea.
What kind of weed, guess! (Oregano.)
Jugs and saucers
They don't sink and they don't fight. (Water lily.)
How are the words similar? (They haveletter combination SHI.)
What letter combination is written according to the same rule? (ZHI write with the letter I.)
Name the words that contain the combination JI. (Children's answers.)
Write down any two words with these letter combinations. Underline the combinations of ZhI and SHI.
III. Self-determination to activity
(Writing on the board.)
Snowballs turn into puddles in spring.
Read a very strange sentence on the blackboard.
What kind of speech is this? (Written speech.)
What can you say about the offer? (He made mistakes in writing the combinations ZhI, SL.)
What words are spelled wrong? (Snowflakes, turn into puddles.)
What can you say about the person who wrote this sentence? (He is illiterate, does not know the rules of the Russian language.)
It turns out that by speech, oral and written, you can learn a lot about a person.
IV. Work on new topic
1. Work according to the textbook Ex. 4 (p. 8).
Read the task and say what you will do. (Let's read the poems of V.V. Mayakovsky.)(Poems are read by a student with a good reading skill.)
What can be learned from the speech of the interlocutor? (By speech, you can find out the profession of a person.)
2. vocabulary work
What does the sign next to the word "hello" mean? (“Remember the spelling of the word.”)
What does the word "hello" mean? (This is a greeting word. When they say "hello", they wish you health. In another way, you can say "be healthy.")
Good health to you people.
Every day and hour it is desirable - hello!
I will give my aunt my soul for you.
Let the ray of the sun give you health,
The summer rain will give you strength to drink.
Mother Earth let bread and salt
You will be richly rewarded for your hard work.
Hello, I say hello to you!
To all family, friends and acquaintances.
Be happy and just say hello
Peace, joy and prosperity to you!
T. Lavrova
Why is a letter highlighted in a word IN?(It is written but not pronounced.)
How can you remember this letter? (It is written as in the word "health", the military say "I wish you good health.")
Write down the word, underline the spelling.
V. Physical education minute
Once - bend down, straighten up. Two - bend down, stretch. Three - three claps in the hands, three nods of the head. Four - arms wider, Five, six - sit quietly, Seven, eight - laziness discard.
From the author
Thematic planning 170 hours (5 hours per week)
Thematic planning 136 hours (4 hours per week)
Repetition
Lesson 1 Our speech and our language
Lesson 2. Language and speech. Politeness Formulas
Lesson 3
Lesson 4
Lesson 5 Text types
Lesson 6
Lesson 7
Lesson 8. Dialogue. Appeal
Lesson 9 Main and secondary members of the sentence
Lesson 10
Lesson 11
Sentence
Lesson 12
Lesson 13 Punctuation marks in sentences with homogeneous members
Lesson 14
Lesson 15 Levitan "Golden Autumn"
Lesson 16
Lesson 17 The relationship between simple sentences as part of a complex one
Lesson 18
Lesson 19
Lesson 20
Word in language and speech
Lesson 21
Lesson 22 Direct and figurative meanings of words. Borrowed words. obsolete words
Lesson 23
Lesson 24 Generalization of knowledge about lexical groups of words
Lesson 25 Recognition of significant parts of a word
Lesson 26 Recognition of significant parts of a word
Lesson 27 Recognition of significant parts of a word
Lesson 28
Lesson 29
Lesson 30
Lesson 31
Lesson 32
Lesson 33 Parts of speech. Morphological features of parts of speech
Lesson 34
Lesson 35 Verb
Lesson 36
Lesson 37
Lesson 38 Vasnetsov "Ivan Tsarevich on the Gray Wolf"
Lesson 39
Noun
Lesson 40
Lesson 41
Lesson 42
Lesson 43
Lesson 44 Indeclinable nouns
Lesson 45 1st declension of nouns
Lesson 46
Lesson 47 Plastov "First Snow"
Lesson 48
Lesson 49
Lesson 50
Lesson 51
Lesson 52 Algorithm for determining the declension of a noun
Lesson 53
Lesson 54 Case endings of nouns of the 1st, 2nd and 3rd declension singular. Ways to check unstressed case endings of nouns
Lesson 55
Lesson 56
Lesson 57
Lesson 58
Lesson 59
Lesson 60
Lesson 61
Lesson 62
Lesson 63
Lesson 64
Lesson 65
Lesson 66
Lesson 67
Lesson 68 Tropinina "Lacemaker"
Lesson 69
Lesson 70 Repetition
Lesson 71
Lesson 72
Lesson 73
Lesson 74 Genitive and accusative cases of plural nouns
Lesson 75
Lesson 76
Lesson 77 Spelling of case endings of nouns in singular and plural
Lesson 78
Lesson 79 Verification work
Lesson 80
Adjective
Lesson 81
Lesson 82
Lesson 83
Lesson 84
Lesson 85 Serov "Mika Morozov"
Lesson 86
Lesson 87
Lesson 88
Lesson 89
Lesson 90
Lesson 91
Lesson 92
Lesson 93 Our projects
Lesson 94 Spelling of case endings of masculine and neuter adjectives
Lesson 95
Lesson 96
Lesson 97
Lesson 98
Lesson 99
Lesson 100
Lesson 101 Spelling of case endings of adjectives
Lesson 102
Lesson 103 Roerich "Overseas guests"
Lesson 104
Lesson 105
Lesson 106
Lesson 107
Lesson 108 Grabar "February Blue"
Lesson 109 Knowledge check
Lesson 110
Lesson 111 Repetition
Pronoun
Lesson 112
Lesson 113
Lesson 114
Lesson 115
Lesson 116
Lesson 117
Lesson 118 Generalization on the topic "Pronoun"
Lesson 119
Lesson 120 Repetition
Verb
Lesson 121
Lesson 122
Lesson 123
Lesson 124
Lesson 125
Lesson 126
Lesson 127 Conjugation of verbs
Lesson 128
Lesson 129
Lesson 130 Levitan "Spring. Big water"
Lesson 131
Lesson 132
Lesson 133
Lesson 134
Lesson 135
Lesson 136
Lesson 137
Lesson 138
Lesson 139
Lesson 140
Lesson 141 Making up a story based on a series of pictures
Lesson 142
Lesson 143
Lesson 144
Lesson 145
Lesson 146
Lesson 147 Repetition
Lesson 148
Lesson 149
Lesson 150
Lesson 151
Lesson 152 Repetition
Lesson 153 Speech. Text
Lesson 154
Lesson 155
Lesson 156
Lesson 157
Lesson 158 Shishkin "Rye"
Lesson 159
Lesson 160
Lesson 161
Lesson 162
Lesson 163
Lesson 164
Lesson 165
Lesson 166 Parts of speech
Lesson 167
Lesson 168 Repetition
Lesson 169
Lesson 170
Bibliography
Russian language. 4th grade. Lesson plans for the textbook by Kanakina V.P., Goretsky V.G.
To the textbook:
M.: 2017 - 494 p.
The manual presents lesson developments in the Russian language for grade 4 to the teaching materials of V.P. Kanakina, V.G. Goretsky (“School of Russia”), compiled in accordance with the requirements of the Federal State Educational Standard. Here the teacher will find everything that is necessary for high-quality preparation for the lesson and its conduct: thematic planning of educational material, detailed lesson scenarios, dictation texts, interesting game material. Addressed to primary school teachers, students of pedagogical universities and colleges.
Format: pdf
Size: 9.4 MB
Download: yandex.disk
The proposed publication contains lesson developments in the Russian language for grade 4, compiled in accordance with the requirements of the Federal State Educational Standard, and is focused primarily on work in conjunction with the textbook by V.P. Kanakina, V.G. Goretsky (M.: Enlightenment).
The task of the manual is to make it as easy as possible for the teacher to both prepare for the lesson and work in the lesson. Included lessons of acquaintance with new material, consolidation, project activities.
The preparation of projects is given no more than two weeks. The work is carried out jointly with parents, the teacher helps only in choosing a topic (if desired, the students themselves can choose the topic). Students draw up projects on A4 sheets, the text is typed on a computer (with photographs). Work can be done in groups, pairs or individually.
The teacher can use the proposed lesson scenarios either in full or in part, including in their own lesson plan.
The lessons are based on the principles of active learning and include practical work, work in groups and pairs, independent work using various forms of verification. From the first lessons, students use the techniques of self- and mutual verification.
Lesson 1 . REVIEW OF LEARNED ABOUT THE OFFER
Goals: students repeat and summarize the essential features of the sentence; observe the role of the sentence in speech.
During the classes
I. Organizational moment.
III. Calligraphic minute.
IV. Vocabulary and spelling work.
- In the 4th grade, we continue to get acquainted with words with unchecked spelling of letters. See what word you will learn today (the teacher puts up a card with a new word):
Card 1. Write text. Put punctuation marks, insert missing letters.
On the p..lyakh r..they work k..mbayny harvesting bread, there was a case and the r..byatam after the k..mbayna remain on the field k..l..ski. R..byatiski walk across the field k..l..juice to k..l..sku - there will be a big loaf of bread, thanks to the kids for their help.
Card 2. Write text. Insert missing letters. Place the appropriate signs at the end of the sentences.
By autumn, so many things have grown on the ground. Trucks are driving along the d..horns with a yellow potato, with a red m..rkov, with a white one. ..ki What else would os..no surprise people..
Card 3. Write off the text by putting the necessary signs at the end of the sentences. Indicate the type of sentence according to the purpose of the statement.
Why are you bored, dark forests
Fly away, birds, from snowstorms, blizzards
It's time for me to learn, it's time for you to go south
IV. Updating the basic knowledge about the proposal.
1. Repetition of what was learned about the proposal according to the scheme drawn up in the previous lesson.
2. Working with text written on the board.
September has come, how beautiful it is around and what colors the artist gave us - autumn let's go to the forest, to the park there we will find the answer
- Can you say that you have a text in front of you? Justify your answer.
- Find the boundaries of the sentences. What punctuation marks should be used and why?
Name the types of sentences according to the purpose of the statement.
- You said that both the first and second sentences are narrative. Why did they put different signs at the end of the sentence? (Because these sentences are pronounced with different intonation.)
– So, does the end sign of a sentence depend only on the purpose of the utterance, or also on intonation? (And from the purpose of the statement, and from intonation.)
What types of intonation sentences do you know?
- What punctuation marks can be at the end of a sentence, depending on the intonation and purpose of the statement?
– Compare your conclusion with the conclusion in the textbook (p. 6).
V. Working with the scheme.
- To the previously compiled scheme, we add types of sentences by intonation.
VI. Working with the textbook: exercises 5, 6, p. 5–6.
VII. Homework: exercise 7, p. 6; think about the question Why after completing the task.
VIII. Summary of the lesson.
Lesson 3 . MAIN AND SECONDARY
MEMBERS OF THE OFFER
Goals: students develop the ability to recognize main and secondary members in a sentence; parsing the offer.
During the classes
I. Organizational moment.
II. Presentation of the topic and objectives of the lesson.
– Look on page 8 for a new vocabulary word we will learn in the lesson.
- To write down the number 11, in the Old Russian language it was necessary to use three words at once: one for ten, which meant "one over ten." Over time, under the influence of pronunciation, this combination of words was transformed into one word. Can you now explain why this word needs to be written in two letters n ?
- Write the word in a notebook, mark the stress, underline unchecked spellings and make a sentence with this word.
IV. Checking homework for textbook questions(Ex. 7, p. 6).
Based on the answers of the children, a diagram is drawn up that summarizes the knowledge of students about the main members of the sentence:
(grammatical basis of the sentence)
subject predicate
who? what? what is he doing? (-yut)?
(noun) what is (s)?
(verb, adj.)
- We answered the question Pochemuchki about the main members of the proposal?
“Are there no other words in sentences besides the subject and the predicate?” (There is.)
- What are these words called? What are they needed for?
V. Observation (the presence of main and secondary members in sentences). Exercise 8, p. 6–7.
What were the sentences in the second text? ( Consisted only of the main members of the proposal.)
Do you remember what these sentences are called? (Uncommon.)
What can you say about the sentences in the first text? Why? (Common, since, in addition to the main ones, they also have secondary members.)
VI. Drawing up a diagram.
VII. Exercise in the distribution of proposals.
- Read the text. What can you say about it? (Inexpressive, as it consists only of uncommon sentences.)
– What does the text say? How can you name it?
- Write the text in a notebook, spreading the sentences. Underline the grammatical basis of the sentences.
The sky frowns. The wind roars. The clouds are moving. A thunderstorm starts. Rumors are heard. Drops fell. Rain poured down.
VIII. Independent work.
Make up sentences from these words. Title the text. Underline the grammar in each sentence.
Lived, in the summer, brothers, an apiary, on.
They helped, with bees, grandfather, for, they, to look after.
Boys, from, carried, streams, water.
Together, with, collected, honey, grandfather, fragrant.
We studied bees, habits, guys.
In autumn, they cooked, grandchildren, bees, with, wintering, grandfather, k.
IX. Generalization(on the questions of exercise 9).
X. Homework: exercise 10, p. 8.
XI. Summary of the lesson.
Lesson 4 . CONNECTION OF WORDS IN A SENTENCE.
PHRASE
Goals: students generalize knowledge about the phrase; develop the ability to highlight them in a sentence; make sentences based on these phrases.
During the classes
I. Organizational moment.
II. Calligraphic minute.
III. Vocabulary and spelling work.
On the board (or on demonstration cards) the words are written:
b..cut, wheat..nitsa, k..potato, z..mlyanika, p..midor, ..weight, m..lina, ..sina.
- Read the words. What can you say about them? (Words with unchecked letters from the dictionary.)
- What groups can be distinguished from all these words? (Answer options: birch and aspen - trees; wheat and oats are cereals; potatoes and tomatoes are vegetables; strawberries and raspberries are berries.) Perhaps the children will divide the words into groups, guided by their spellings: with an unstressed vowel e(birch, wheat, potatoes, strawberries), with an unstressed vowel about(aspen, oats, tomato), with an unstressed vowel but(potatoes, raspberries). In this case the word potato will fall into two groups, as it has two unstressed vowels.
How can you call all these words in one word? (Plants.)
- Write the words in a notebook, inserting the missing letters, indicating the stress.
For individual tasks, you can use cards for lesson 2.
IV. Actualization of basic knowledge about the phrase.
- Choose the appropriate adjectives for the word Birch tree which we have just recorded. (in tall birch, white birch, curly birch, young birch, etc.)
– What did you get? (Phrases.)
What do you know about phrases? (They are part of a sentence, consist of two words - main and dependent.)
- Determine the main and dependent word in each of the named phrases. How do we ask a question? (From the main word to the dependent.)
V. Repetition.
1. The word of the teacher.
- Today we are working on phrases: we select them from a sentence, make sentences based on these phrases, establish a connection between words in a sentence.
2. Work with the textbook.
1) Pochemuchki’s question: “How are the words in the sentence related to each other?”
2) Comparison of students' answers with the conclusion in the textbook (p. 8).
3) Exercise in parsing sentences and highlighting phrases (exercise 11, p. 8).
VII. Compiling a story based on key word combinations.
Under the roots of an old tree, a fox hole, born in the spring, blind little foxes, carefully cared for, warmed them, cut through soon, loved to play, frolicked merrily, basked in the sun, carefully watched, caring mother.
- What will your story be about? (About the fox and her cubs.)
- What helped you to know this? (Heading and supporting phrases.)
Orally name the main and dependent word in each phrase.
- Write down the text. If you see fit, change the title of the story. Make a written analysis of any proposal.
VIII. Homework: exercise 12, p. nine.
IX. Summary of the lesson.
Lesson 5 . TEXT. TYPES OF TEXTS
Goals: students clarify their ideas about the text, its structure; compare different types of texts.
During the classes
I. Organizational moment.
II. Statement of a problematic question and formulation by students of the topic of the lesson.
1. Statement of a problem question.
- Before you guys, two records. Read them. What interesting things have you noticed and what can you say?
1) The whale is a huge mammal. A mammal is an animal that feeds its young with its milk. Milk is a useful product. Many foods need to be refrigerated or they will spoil. In case of food poisoning, consult a doctor.
2) The largest animal in the world is the whale. He is huge, but his throat is small. The whale's mouth seems to be blocked by many horn plates with a fringe along the edges - a whalebone. The whale will pick up a full mouth of water, then strain it through its mustache. The water will pour out, but the crustaceans and small fish will remain. The whale, although it lives in the water, is not a fish at all, but a beast - a mammal. And whales, like all animals, breathe air.
– Can you agree with the statement that you have two texts in front of you? Why? Justify your answer. (The text is only the second entry, since the sentences there are related in meaning and have a common theme.)
2. Formulating the topic of the lesson.
- Now think about what we will do in the lesson today, and try to formulate the topic of the lesson yourself.
– Now compare your assumptions with the questions Why Little Girl on p. 10.
III. Actualization and generalization of students' knowledge about the text.
1. Repetition of what has been learned about the text.
– So, we repeat what we already know about the text. You have already mentioned that the sentences in the text are connected in meaning and have a common theme. Can the text consist of one sentence? Why? How many sentences must there be to be considered text? (Two or more.)
2. Drawing up a diagram.
Let's try to make a diagram in which we will reflect our information about the text.
3. Work with the textbook.
– Compare your conclusions with the rules in the textbook (p. 10).
4. Performing exercise 13, p. 10.
IV. Comparison of texts of various types.
1. Independent reading by students of texts from exercises 14, 15, 16.