Noun lesson technological map. Technological map of the lesson on the topic "noun"

Technological lesson map

Item________ Russian language ___________________________

Class___________ 2 _____________________________________

Lesson topic______ Noun _________________________________

Lesson type_______ discovery of new knowledge ________________________________

Target: Introduce students to a noun as a part of speech.

Zadachi:

1) introduce the concept of “noun”;

show the differences between animate and inanimate nouns;

determine thematic groups, which may include animate and inanimate nouns;

enrich children's speech with words - names of instruments;

propaedeutic introduction to the role of pronouns in speech (without introducing the term).

Planned results:

Subject: Students will learn to recognize nouns, distinguish between animate and inanimate nouns.

Personal: be able to conduct self-assessment based on the criterion of success of educational activities.

Metasubject: be able to determine and formulate a goal in a lesson with the help of a teacher; pronounce the sequence of actions in the lesson; evaluate the correctness of the action in the lesson; make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the errors made; express your assumption (Regulatory UUD).

Be able to express your thoughts orally; listen and understand the speech of others; jointly agree on the rules of behavior and communication at school and follow them (Communicative UUD).

Be able to navigate your knowledge system; distinguish new things from what is already known with the help of a teacher; gain new knowledge; find answers to questions using the textbook, your life experiences and information received in class (Cognitive UUD).

Class: 2nd grade

Lesson topic: "Noun. Animated and inanimate."

Lesson objectives: update knowledge about a group of words denoting objects and answering questions Who? What?; teach: identify animate and inanimate nouns and justify your opinion.

Lesson type: learning new material

Tasks:Educational - introduce students to animate and inanimate nouns; developing the ability to recognize words in a text, use and define them correctly; Developmental- develop speech, imagination, thinking, memory of students; enrich students' vocabulary; Educational- creating a favorable psychological climate for the possibility of unlocking the potential of each child; fostering a love for the Russian language .

Planned results: Personal UUD - recognize the importance of studying and learning new things, understand why to perform certain educational actions; show interest in finding and appropriating common ways to solve educational problems. Regulatory UUD - participate in educational dialogue, argue your point of view; collaborate with classmates when working in pairs; check your actions with the goal and, if necessary, correct mistakes with the help of the teacher and classmates; develop criteria for evaluating one’s actions in dialogue with the teacher, classmates and independently. Cognitive UUD - draw conclusions based on generalization; name synonyms, find them in the text, the ability to correctly combine synonyms with other words. Communication UUD - confirm arguments with facts; listen, collaborate with classmates when working in pairs; participate in educational dialogue, argue your point of view;

Equipment: board, textbook, notebook, multimedia installation

Literature:

Elementary School. Requirements of second generation standards for lessons and extracurricular activities / S. P. Kazachkova, M. S. Umnova. – M.: Planeta, 2013. – 256 p. – (Quality of teaching).

Zheltovskaya, L.Ya., Kalinina, O.B. Russian language. Methodological manual./ L.Ya. Zheltovskaya, O.B. Kalinina/ - M.: Education/Textbook. 2013.

Zheltovskaya, L.Ya., Kalinina, O.B.: Russian language. Textbook. At 2 o'clock. Part 2./ L.Ya. Zheltovskaya, O.B. Kalinina / - M.: Education/Textbook. 2013.

Zheltovskaya, L.Ya. Kalinina, O.B. Russian language. 2nd grade: Workbook No. 2. ./ L.Ya. Zheltovskaya, O.B. Kalinina / - M.: Education/Textbook. 2013.

Lesson structure:

organization of the beginning of the lesson

a minute of penmanship

communication of the topic and objectives of the lesson

learning new material

physical education minute

primary consolidation of the studied material

summing up, reflection

homework information

Reflection, control.

F, I

Asks questions about the objectives of the lesson.

They express their impressions of the lesson and make assumptions.

Homework

Developing attention and the ability to convey your impressions of the lesson.

Workbook2.

Page 29 ex. 1.2.

Gives instructions on writing home exercises.

Write down homework

The purpose of the lesson: creating conditions for students to gain new knowledge on the topic.

Cognitive UUD: navigate in a textbook, notebook; find answers to questions in the text, illustrations, using your life experience; develop the ability to independently identify and formulate a cognitive goal; construct a speech utterance orally; put forward a hypothesis; compare and classify words; establish cause-and-effect relationships; make a generalization; search and highlight the necessary information; model information; be able to determine the level of mastery of educational material.

Characteristics of the lesson stages

Lesson steps

establish a connection between the purpose of educational activity and its motive (why?).

activities in the lesson.

Then the children form groups and choose a leader.

Children work
Words of group 1: car, long, walking, cow, walk Words of 2 groups: yellow, dog, jump, sit, chair. Words of 3 groups: shooting, flower, beautiful, writing, duck Conclusion: all the words that were written down answer the question who? or what?Denote an objectChildren evaluate the work in their group and groups of friends.

You have been familiar with the noun since elementary school. Today you will expand your knowledge about the noun. And so that you don't get bored, I offer you a trip. What does it take to go in the right direction and not get lost?

Everyone will receive a route sheet indicating which stations we have to go through, and will give themselves points. Let's hit the road.

So, the first stop is “Living - Nonliving”. Let's talk about animation - inanimateness of nouns.

(Call four students to the board. They determine whether the nouns snowman, doll, dead man, corpse are animate or inanimate)

Tell me, according to the system of endings, snowman and doll are animate nouns, but these are toys, as if they were not living objects?(We remember that the child perceives the doll and the snowman as living beings. They play with the doll, dress it, feed it, teach it to speak)

And remember the scary stories that you like to tell each other (folklore collectors call them horror stories). Who crawls out of their graves in them and scares passersby? (Dead people are perceived as animate beings, but you will never say corpses.)
The second stop is “Number”.
There are two rows of words written on the board:
1) Milk, sugar, tea...(consumed only in units)
2) Canned food, pasta, scissors...(used only in plural)
- Please complete the rows with your own examples. (There are 2 people at the board, the rest work on route sheets)
Exercise. Put noun. units in the plural, indicate the endings:
Book, foal, wing, window, field, engineer, little fox, friend, horse, bear cub, master.
Exercise. Put noun. in units and choose adjectives for them. For example, kittens - a small kitten.
Windows, songs, balls, keys, clouds, chickens, trees, mice.
- What endings can plural nouns have?
- What suffixes are used to form some plural nouns?

What attribute can be difficult, and sometimes impossible, to determine in plural entities?

Third stop - "Rod"
At the blackboard, the student performsexercise:
Select antonyms for the words, determine their gender:
Comrade, day, trouble, warmth, light, south, friendship, sky, life.

What do we know about the gender of a noun?

Physical exercise.

Game "Rest and think."

Stand near your desks. I will name nouns, and you raise your hands up if it is a masculine noun, spread it to the sides if it is a feminine noun, and put it on your belt if it is a neuter noun.

uncle, lake, father, mother, bullfinch, fog, plant, daughter, cinema, field, sister, mouse,cafe(s.r.),coffee(m.r.), window, head, shoes, sea,piano(m.r.)

Exercise. Here are common nouns. Your task is to match the common nouns with proper nouns.
Village, city, book, last name, first name, patronymic, village, ocean, river, newspaper, film.
-Give examples of words that can be both proper and common nouns.
Fourth stop “Declination and case”

What is declination?
-How to correctly determine declination?
- What nouns refer toI, II, IIIconjugation?
- How to determine the case of a noun?
Consider the poem by A.A. Fet “Whisper, timid breathing...” Write out all the nouns from it and determine their declension and case.
- For what purpose did we complete this task?

U rock of the Russian language 5 class " Noun"

Goals:

systematize previously learned about the noun;

deepen the concept of the role of nouns in speech;

repeat spellings associated with spelling nouns;

determine the syntactic role of nouns in a sentence

promote the development of self-control and self-assessment of students’ educational activities;

promote the development of attention, observation, the ability to synthesize information and draw conclusions;

promote the formation of a conscious awareness of learning the Russian language.

Lesson type : lesson on updating knowledge and skills, repeating previously learned about the noun

Methods and forms of training: observation of language; heuristic method; individual, group, frontal.

Educational Resources: http:|// www. net; http:|// www. zavuch. info; http:|// www. intergu. ru; http:|// www. festival.1 September. ru. html

Equipment: interactive whiteboard, computer, projector.

Visual and demonstrative material: photographs with views of the town, cards with tasks, explanatory and spelling dictionaries, a dictionary of synonyms.

Basic concepts: general grammatical meaning, morphological features, syntactic role

Technological map of the lesson:

Lesson stage,

time

Teacher activities

Student activities

Universal learning activities of the student

I. Motivation (self-determination) for educational activities

Guys, today we will go on a journey through an amazing, fabulous country. "Noun". Purchase tickets for the tour bus by answering the question. To do this, you need to name the parts of speech of the words in the poem written on the board:

Sea. Sun.

Sand. Breeze.

Flight of seagulls.

Game of waves.

Swimming. Fun.

Laughter. Peace.

For the correct answer, everyone receives a smiley face.

Well done! Right! Our fairy-tale country is called “Noun”.

They listen to the teacher and participate in dialogue with him.

They answer questions out loud and complement each other. They try to correct mistakes and justify their choice of answer.

L : , meaning formation; P :modeling, building a logical chain of reasoning; R :, volitional self-regulation; K: educational

collaboration with teacher and peers

II. Updating knowledge. Announcing the topic and objectives of the lesson

Write down the topic of our lesson: “Noun”.

Who can help me explain the purpose of our lesson? (Remember everything we know about the noun).

All the tasks that you complete will help you do your homework: write a miniature essay on the topic: “A noun is an amazing part of speech” or complete a task on a card, showing knowledge on this topic. Everyone has a choice

Write down the topic of the lesson in notebooks. Students try to remember everything they know about a noun as a part of speech.

Formulate the topic of the lesson.

Fix the difficulty that has arisen (forgot the declension of the noun). Repeat and pronounce

according to the reference diagram.

P: problem formulation; R: goal setting; TO: the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the rules and conditions of communication, prioritizing many general problems over specific ones, the ability to compare different points of view before making decisions and choices

I II.Creative practical activity

1 station “Hidden Word”

-Why are nouns needed?

First task: find out the noun word by its meaning and explain to which group of names of objects it can be attributed

1) Blue color, bluish color (there is the sky, near the water, maybe under the eyes), explain the spelling.

2) A fish whose name in the Slavic language is translated as “scare”, “fear” (and its teeth are scary and sharp - they are even on the tongue and palate)

3) Synonym for the word selflessness

4) This word means “connection of notes, group of records”

5) translated from Indo-European the word means “vital force of the race”

6) a military unit consisting initially of one hundred people.

7) Synonym for “work, occupation”

8) Part of the day from sunset to sunrise

What dictionaries helped me prepare this assignment?

What “hidden” word did you get?

What does it have to do with a noun?

This means that we can say about the noun in the words of Anatoly Shibaev:

The name is given to everything:
Both the beast and the object,
There are a lot of things around,
And there are no nameless ones!

These words will be the epigraph to our lesson

2 station "Number"

Put singular nouns. in plural:

Book, edge, window, field, friend, master, desk, student, lion.

Place plural nouns. in units:

Boys, girls, trees, clouds, songs, forests, chairs.

What endings do plural nouns have?

What suffixes are used to form some plural nouns?

Which feature can be difficult to determine in plural nouns? number?

3 station "Number"

Group work. Trying to formulate an answer (Give names to various objects)

They name different answer options and correct the wrong ones by working with dictionaries. Explain the spelling of unstressed vowels in the root. The answers are written on the board and the crossword puzzle is solved.

They are called dictionaries.

define the word "essence"

They are trying to answer (Essence is the main thing, objective. The noun names everything that exists in the world, that surrounds a person, that he sees, hears, feels).

They work in pairs: having completed the task independently, they exchange notebooks and check each other.

Formulate their own thoughts, express and justify their point of view. They draw conclusions.

P: , synthesis, modeling, selection of bases and criteria for comparison, classification, construction of a logical chain of reasoning, formulation of a task, selection of the most effective ways to solve problems depending on specific conditions; R : , ; TO : educational cooperation with the teacher and peers, the ability to establish and maintain a relationship with an interlocutor, proactively conduct a dialogue, quickly respond to the interlocutor’s remarks

3 station "Rod"

Guess the riddles and determine the gender:

The reeds do not make noise in the river,

Doesn't make noise under the floor...(mouse-f.r.).

It's so quiet at this hour!

You can only hear: “Sleep... (baby)

A round, not a ball,

Yellow, not turnip. (moon-f.r.)

4 station "Declination"

Work on exercise 96 in the textbook. Let's look at the table.

Write out 5 nouns from A. Fet’s poem “This morning, my joy...”.

1st declension

2nd declension

3rd declension

5th station "Padezh"

Work on exercise 99 in the textbook. Let's look at the table.

Perform exercise 100.

Station 6 "Spelling"

The teacher reads riddles. Guessing (poyeah, gra h that h)

Let's read spelling number 8 on page 47.

Let's do exercise 98

Collective oral work.

They draw conclusions, listen to the answers of their comrades, and complement them.

2 students work at the board for assessment. All students complete the exercise in their notebooks, monitoring their work at the board.

Students guess riddles and write them on the board. Together with the teacher, they formulate a conclusion about the spelling of ь after the sibilants at the end of the word.

The guys do the exercise one by one on the board and in their notebooks, receiving a smiley face.

P: summing up a concept, deriving consequences, the ability to structure knowledge, mastering the method of verification: R: ; TO: the ability to correctly and consciously construct a statement, argue one’s opinion and position in communication

IY. Consolidation.

Reflection of activity.

Station 7 “Morphological analysis of a noun”

Task: perform a morphological analysis of the words: speech, table, desk

Summing up the work.

Organizes the fixation of new knowledge in the memory of students, educational activities by students, students’ assessment of their activities in the lesson, recording difficulties as a direction for work in the next lessons.

Who did we visit today?

Have we been able to prove that a noun is an amazing part of speech?

What new things did you learn during the lesson?

Are you satisfied with your work?

Self-assessment of knowledge:

Green - I understand, I can answer all questions

Yellow - having difficulty

Red - I understand, but I can’t answer on my own

Well done! Green light - the path to knowledge is open

They highlight the main thing and establish cause-and-effect relationships between individual linguistic phenomena.

Record the results

K. carry out joint activities, the ability to correctly and consciously construct a statement, argue their opinion and position in communication