Babaitseva in Russian for secondary school. Analysis of WMC V.V.

Test by discipline:

« Methods of teaching the Russian language "

1. Analysis of the Russian language program for the educational complex for grades 5-9 V.V. Babaitseva

A) Program structure.

The program is presented in the educational complex: “Russian language. Theory”, “Russian language. Practice”, “Russian speech”. In the textbook "Russian language. Theory" provides information about the Russian language, intended for study in grades 5-9. The main principle that determines the content of the book is a systematic presentation of the theory. This type of textbook contributes to the formation of students' cognitive independence, the ability to work with educational literature, and use different types of reading. Book "Russianlanguage. Practice"(for each class) ensures that students learn about the language. Particular and important importance is attached to tasks that activate the cognitive activity of students, develop thinking, form an interest in learning their native language and improving speech. Third component educational complex – "Russian speech"(for each class) offers a system of work on the development of coherent speech. This contributes to the conscious improvement of oral and writing students, improving the culture of speech communication. All components training course present a single textbook in three parts.

Program sections have 2 headings:

1. circle is defined theoretical information and rules;

2. the relevant skills and abilities that should be formed on this theoretical basis are listed.

Highlighted by the program introductory course(summarizing what was learned in the primary grades and containing propaedeutic material) and the main course, according to which already in the 5th grade (in full) the following sections are studied: "Phonetics", "Graphics", "Vocabulary", "Morfemics" - and the main morphology course. In grades 6 and 7, the study of morphology continues, in grades 8 and 9, syntax is studied, as well as the topic “ General information about language."

b) The essence and meaning of the explanatory note:

In the explanatory note, the author begins the conversation with the role of the Russian language in the culture of the Russian people. As an academic discipline, it is of paramount importance. The main goals of teaching the Russian language are listed: the formation of students' ability to competently and fully use the richness of the language in speech practice, the upbringing of a careful attitude to the language, the desire for self-improvement in the field of language training and the culture of speech communication.

Goals:

1. Develop student speech.

2. To form and improve spelling and punctuation skills.

3. To give students an idea of ​​the role of language in society, in the world; to ensure the assimilation of a certain range of knowledge, as well as to form the ability to apply this knowledge in practice.

The note explains some of the points. For example, the author says that the program mainly uses concepts and sections traditional for the school, therefore, in the process of teaching the Russian language in the educational complex, various didactic materials can be used. The study of all sections is accompanied by the formation of spelling and punctuation skills, norms literary language.

Program feature- an effort of practical orientation of teaching an unconventional sequence of studying some grammatical topics, especially in morphology. After the noun, the verb is studied (the noun and the verb are the most typical means in creating the grammatical basis of the sentence), then the adjective and the numeral, closely related to the noun (the adjective denotes a sign of an object, and the numeral denotes the number of objects and their order in counting). Then the adverb is studied, which usually adjoins the verb. State words (state category) are singled out as a special group. The study of the pronoun creates conditions for the repetition of the noun, adjective, numeral and adverb. When considering participles and gerunds, which are highlighted in the textbook as independent parts of speech, it is natural to refer to the verb and adjective, verb and adverb.

V) The principle of distribution of hours by sections and topics.

The principle of distribution of hours is due to the following features of the program: repetition takes place at the end of the year, introductory lessons are held at the beginning of the year, and in the 5th grade, introductory and main courses are distinguished. Based on this, the distribution of hours goes as follows:

Grade 5

Introduction - 2 hours. The introductory course includes the following sections: morphology and spelling (20 hours), syntax and punctuation (40 hours). The main course contains: phonetics, graphics, spelling, orthoepy (15 hours), morphemics, spelling (38 hours), vocabulary (18 hours). Grammar is studied next. This includes the section "Morphology" (20 hours), where the study of the noun takes place. Repetition - 12 hours. Development of speech - 34 hours.

6th grade.

Introduction - 1 hour. In this class, a large section of morphology is being studied. This takes 128 hours. Of these, for the study of the verb - 45 hours, the adjective - 27 hours, the numeral - 14 hours, the adverb - 22 hours, the pronoun - 20 hours. Repetition - 11 hours. Speech development - 30 hours.

7th grade.

Introduction - 1 hour. The study of morphology continues and the service parts of speech are considered. Sections: Morphology - 133 hours Of which: Communion - 38 hours Germonal - 11 hours Preposition - 11 hours Union - 11 hours Particles - 19 hours Interjections - 3 hours Repetition - 39 hours Development of coherent speech - 34 h.

8th grade.

Introduction - 1 hour. A large section "Syntax and Punctuation" is studied (66 hours). It includes: Introduction - 3 hours. Phrases - 3 hours. Sentences - 3 hours. Main members of the sentence -5 hours. Secondary members of the sentence - 5 hours One-part sentences - 8 hours Complete and incomplete sentences - 2 hours homogeneous members- 10 hours Proposals with separate members - 18 hours Proposals with introductory words, phrases, appeals - 9 hours. Repetition - 18 hours. Development of coherent speech - 17 hours.

Grade 9

Introduction - 1 hour. The study of syntax and punctuation continues (28 hours). The following topics are covered: Compound sentences - 1 hour Compound sentences - 3 hours Complex sentences - 13 hours Compound non-union sentences - 4 hours Complex sentences with various types of connections - 3 hours. Sentences with someone else's speech (Methods of transmitting someone else's speech) - 4 hours. Studying the topic "General information about the Russian language" - 3 hours. Systematization and generalization of what was studied in grades 5-9 - 19 hours. Development of coherent speech - 17 hours.

2. Analysis of the Russian language program T.A. Ladyzhenskaya

a) The structure of the program.

Program T.A. Ladyzhenskaya in Russian for textbooks for grades 5-9 is very accessible and systematic. The material is arranged as follows: in grades 5, 6 and 7, sections such as phonetics, graphics, vocabulary, phraseology, morphemics, word formation, morphology and spelling are studied. In grades 8 and 9, syntax is studied. However, the basic concepts of syntax and punctuation are given in the 5th grade. This allows you to organize work on the syntactic, punctuation and speech skills of students and prepare them for the study of a systematic course of syntax in grades 8-9. Much attention has been paid repetition: at the beginning and end of the year in each class a certain number of hours are allotted for repetition. Accordingly, a good assimilation of the material. At the beginning of training in each class, time is allotted for an introductory lesson, which instills in students a love for their native speech, work on the culture of speech. This makes it possible to solve educational problems. The program provides hours for the development of coherent speech. They make up one-fifth of the total time allotted for teaching in a given class. The program indicates the annual number of hours in each class and the distribution of these hours by topic.

b) The essence and meaning of the explanatory note

Explanatory note - as an instruction for the teacher. Explains the main points in the program and helps the teacher to properly organize his activities to achieve the greatest success in implementation pedagogical process.

The main goal of the teacher- it is necessary to teach children the fluency in their native speech, because this is "... a reliable foundation for every Russian person in his life, work, creative activity." The note also indicates the main tasks of teaching the Russian language and the main goal is the formation of language, communicative and linguistic competence.

Cognitive tasks:(the formation of a scientific and linguistic worldview, arming with the basics of knowledge about the native language, etc.) and practical (the formation of strong spelling and punctuation skills, mastering the norms of the Russian literary language and enriching vocabulary etc.). General-subject tasks are also distinguished: education of students by means of this subject, development logical thinking schoolchildren, teaching them the ability to independently replenish knowledge of the Russian language, the formation of general educational skills.

The note contains the content school course in Russian in grades 5-9. The program contains a system of concepts from the field of phonetics, vocabulary, phraseology, morphemics, word formation, morphology, syntax and style of the Russian language, as well as some information about the role of language in society. Information about graphics, spelling and punctuation, a list of types of spelling and punctuation; the main areas of work in the Russian language in grades 5-9: organization of work on mastering schoolchildren with solid and conscious knowledge; the formation of students' grammar writing skills. The necessity of using the existing fund of educational and visual aids is indicated. It is necessary to improve the educational process, using, along with the lesson, also forms of classes such as seminars, interviews, workshops, consultations that require the most active self-study material.

WORKING PROGRAMM

in Russian for grades 5-9

(advanced level)

Explanatory note

The working program is based on the program for general educational institutions with in-depth study of the Russian language (the author of the program is V.V. Babaitseva). The program was published in the collection “Programs for educational institutions. Russian language. 5-9. 10-11"

(Compiled by E.I. Kharitonova.)

general characteristics subject

Based on the Fundamental core of the content of general education and the requirements for the results of basic general education, presented inFederal state standard general education of the second generation, the goals of studying the Russian (native) language at school are:

Education and respect for the native language, a conscious attitude towards it as a cultural phenomenon; comprehension of the native language as the main means of obtaining knowledge in various spheres of human activity, mastering the moral and ethical standards adopted in society; awareness of the aesthetic value of the native language;

Mastering the Russian language as a means of communication in Everyday life learning activities; development of readiness and ability for speech interaction and mutual understanding, the need for speech self-improvement; mastering the most important general educational skills and universal actions(the ability to formulate the purpose of the activity, plan it, carry out speech self-control and self-correction; conduct a bibliographic search, extract and convert the necessary information from linguistic dictionaries of various types and other sources, including the Internet and the media; carry out information processing of the text, etc.);

Mastering device knowledge language system and patterns of its functioning, stylistic resources and basic norms of the Russian literary language; development of abilities to identify analyze, compare, classify and evaluate language facts; mastering on this basis the culture of oral and written speech, types of speech activity, the rules for using the language in different situations communication, norms of speech etiquette; enrichment of active and potential vocabulary; stock expansion; expansion of the volume of grammatical means used in speech; improving the ability to apply the acquired knowledge, skills and abilities in the process of verbal communication in educational activities and everyday life.

the main objective teaching Russian inadvanced levelis that the reproductive level - the assimilation of knowledge about the grammatical system of the Russian language, mastering its basic norms, the formation and development of the ability to use its inexhaustible riches - is combined with the intensive development of verbal, intellectual and creative abilities - with a productive level.

The subject "Russian language" in modern school has a cognitive and practical orientation, i.e. it gives students knowledge about their native language and forms their language and speech skills.These are the special aims of his teaching. At the same time, the “Russian language” also fulfills general subject tasks.

The special goals of teaching the Russian language at school are the formation of the language, communicative and linguistic competence of students:

Language competence(i.e., schoolchildren’s awareness of the system of their native language) is realized in the process of solving the following cognitive tasks:

1) the formation of a scientific and linguistic worldview among students; arming them with the basics of knowledge about their native language (its structure and functioning);

2) the development of a linguistic and aesthetic ideal (i.e., ideas about beauty in language and speech).

Communicative competence (i.e., schoolchildren's awareness of the peculiarities of the functioning of their native language in oral and written forms) is realized in the process of solving the following practical tasks : 1) the formation of strong spelling and punctuation skills and abilities (within the program requirements);

2) mastering the norms of the Russian literary language and enriching the vocabulary and grammatical structure of students' speech;

3) teaching schoolchildren the ability to coherently express their thoughts orally and in writing.

As a result of teaching the Russian language, students should freely use it in all public areas of its application.

Linguistic competence- this is the knowledge of students about the very science "Russian language", its sections, goals scientific study language, elementary information about its methods, stages of development, about outstanding scientists who made discoveries in the study of their native language.

The general subject tasks of work on the Russian language at school are:

1) education of students by means of this subject;

development of their logical thinking;

2) teaching schoolchildren the ability to independently replenish knowledge of the Russian language;

3) the formation of general educational skills - working with a book, with reference literature, improving reading, speaking, listening skills, etc.

The place of the subject "Russian language" in the curriculum

An in-depth study of the Russian language means some expansion of theoretical information. In-depth study of the Russian language is planned from the 5th grade and is designed for the following number of hours:

With a slight increase (expansion) of the conceptual and terminological system, a genuine in-depth study of the Russian language is carried out, contributing to the formation of a persistent interest in history and the current state of language and speech.

The expansion of theoretical information is associated with the introduction into the program of such topics as "Paronyms", "Phraseology" (with phraseological units, proverbs and winged expressions), "The concept of etymology", "The role of language units in speech", etc.

Separate topics (“Lexicology” and especially “Phraseology” and “Etymology”) are more fully disclosed when performing practical tasks, in the texts of tasks, in interlinear texts, etc. Thus, the entire course is characterized by attention to phraseological units. Many syntactic topics are illustrated by proverbs, which are included in the assignments. In addition, on the pages of collections of assignments and workbooks (in interlinear) with explanations, biblical expressions, Greek, Latin and European stable combinations are given.

Attention to phraseological units contributes to the enrichment of students' speech.

Some new theoretical information is organically combined with traditional concepts. The program includes questions related to the communicative aspect of Russian syntax: "informative" (semantic) center of the statement, "given" and "new". These concepts are correlated with the members of the sentence: "given" - with the subject, "new" - with the predicate, the reasons for the violation of such a relationship are noted. The idea of ​​communicative division of a sentence (statement) contributes to the formation of the expressiveness of students' oral speech, explains the cases of the so-called copyright marks.

New concepts for the school are based on the well-known: "word order" and "logical stress", which are traditional for Russian language programs. Some expansion of topics is not the main thing in an in-depth study of the Russian language. The main thing is the multidimensional linguo-methodological coverage of language units, which is necessary for the development of oral and written speech of students.

We concretize this position, especially focusing on the following areas.

I. Consistent coverage of the functions of language units in speech organically connects language learning with speech learning. It is necessary not to declare the connection between language and speech, essentially breaking language and speech, but to combine the study of language units with their role in speech, to teach schoolchildren to use them in speech.

The assimilation of the norms of the Russian literary language should not be isolated from the study of linguistic phenomena for which these norms exist.

The development of students' speech should be the goal of each lesson in the Russian language.

P. The past provides the keys to the present and the future. Turning to the history of some linguistic phenomena is of great importance for understanding their current state, and contributes to the effective formation of spelling skills. Even small information from the history of the Russian language arouses students' interest in studying the historical past of the Russian language and the Russian people.

The Russian language is one of the richest world languages ​​with a complex and interesting history development. To the advanced programincluded brief information from the history of the Russian sound system, morphemics and word formation, vocabulary and phraseology, etymological issues that should not only arouse students' interest in learning the Russian language, but also explain a lot to them in its state of the art help to understand both the basic patterns and rules, and exceptions to them. Why is it written after hissing And, not you? Why did the root disappear in some words? Why can a root have multiple variants? Thanks to what, the Russian language can “ascend to a height inaccessible to any other language, and descend to simplicity, palpable to the touch of the most dull person” (N.V. Gogol)?

The program includes topics to introduce students to the complex history of the Russian literary language. The stylistic resources of the Russian language, their diversity, the treasures of synonymy (lexical, morphemic, morphological, syntactic), the richness of phraseology, including proverbs, sayings and idioms, - all this and much more finds an explanation in the history of the Russian language associated with the life of the people.

Consistently, purposefully, the stylistic aspect of linguistic units is covered, the sources of origin of some synonymous series are revealed (for example, native Russian words, borrowed words, phraseological units, etc.).

III. All in real world interconnected. It's the same in language. Mutual influence and interaction characterize both history and modern system Russian language.

The interaction of linguistic units determines the phenomenon of transitivity in the grammatical structure, where there are many linguistic phenomena that do not fit into the strict framework of classification. These are transitional phenomena. They are characterized by the syncretism of properties, i.e., the combination of features of different classification headings, and indicate that the language is not a dead, frozen system, but a constantly evolving phenomenon.

In syntax, the consequences of transitional phenomena are multi-valued members of a sentence, multi-valued subordinate clauses, etc.

IV. The development of the language instinct of students is the concern of the teacher at every lesson, when completing each task: which is better? What is more accurate? This is especially important when studying vocabulary and phraseology. A developed linguistic instinct helps to choose language means depending on the purpose of the statement and the situation of communication, to appreciate the beauty of the Russian word, the expressiveness of phraseology, it will save you from using vulgar words and expressions, etc.

The basic theoretical information that determines the work on the development of coherent speech is already studied in the 5th grade (the concept of a text, types of text, its stylistic properties, keywords, etc.).

In the future, when studying theory, in the process of practical activity of students, knowledge about the structure of the text expands and deepens. (When studying, for example, morphology, the connection between parts of speech and types of text is consistently revealed, etc.)

Genres and various types of work with text are introduced gradually, taking into account the age characteristics of schoolchildren and the nature of the studied linguistic material.

Personal, meta-subject and subject results

mastering the subject "Russian language"

personal resultsmastering the Russian language program by graduates of the basic school at an advanced level are:

1. understanding of the Russian language as one of the main national and cultural values ​​of the Russian people, its role in the development of intellectual, creative abilities and moral qualities of the individual;
2. awareness of the aesthetic value of the Russian language; respect for the Russian language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture;

the ability to self-assess speech behavior; the desire for speech self-improvement; understanding the meaning of the Russian language in the process of obtaining school education and self-education;

4) a sufficient amount of vocabulary and grammatical means for the free expression of thoughts and feelings in the process of communication; readiness for successful professional and social activity.The subject "Russian language" is especially organically connected with literature and history.The regularities of the Russian language are illustrated by examples from Russian classical and modern literature. The functioning of language means in speech is represented not only by phrases and sentences, but also by texts of different styles and genres.

The central place in the school course of the Russian language is occupied by the literary language - the best part of the national language, its core, which is characterized by a system of norms. The system of norms is held together by statics, while the dynamics of language takes place in speech.

“I don’t like Russian speech without a grammatical error,” wrote A. S. Pushkin. Grammatical errors - deviations from literary norms - are evaluated by the masters of the artistic word. Expressive speech facts through literature occupy certain places in the language system: in grammars, dictionaries and reference books. The connection of the Russian language with the life of society, its history is obvious.Changes in sound system language, the development of vocabulary and phraseology are explained in etymological reference books, in a presentation, albeit very brief, historical events, the interaction of the Russian people with other peoples, etc.

The originality of the Russian language, its exceptional life potentials subordinate borrowed words and expressions to Russian rules of functioning, often changing the sound and morphemic composition of borrowings, while losing their foreign appearance.

Metasubject outcomesmastering the Russian language program by graduates of the basic school at an advanced level are:

1) possession of all types of speech activity:

a) receptive (listening and reading):

Perception and listening comprehension of texts of different styles and genres; possession of different types of hearing (introductory, detailed, selective);

• perception and understanding of written texts of different styles and genres; possession of different types of reading (viewing, fact-finding, analytical, search);
• understanding the information of an oral and written message (the topic of the text and the communicative attitude of the author, the main idea and ways of expressing it);
• the ability to independently search for information: the ability to extract information from various sources (educational literature, the Internet, the media); free use of dictionaries different types;
• selection and systematization of material on a specific topic; the ability to transform, preserve and transmit information obtained as a result of reading and listening;
• comparison of speech statements for various reasons (content, stylistic features, language means);
• ability to reproduce oral and written text with varying degrees curtailment (compressed / detailed; theses, plan, abstract);

b) productive (speaking and writing):

• determining the goals of the upcoming speech activity, planning actions, evaluating the results achieved;
• the ability to express one's attitude to reality and create oral and written texts of different styles and genres, taking into account the speech situation (addressee, communicative goal, communication conditions);
• compliance with the basic language norms (spelling, spelling, lexical, grammatical, punctuation) in the process of constructing a text in oral and written form;
• possession of monologue and dialogic form of speech;
• compliance with the rules of speech etiquette in different situations communication;
• implementation of speech self-control in various communication situations, including everyday communication; determining the causes of communication failures;
• ability to improve and edit own texts;
• the ability to speak to an audience with the genres of educational and scientific speech (message, report, etc.);
• participation in discussion forms of communication; possession of the basic methods of argumentation.

1. application of acquired knowledge and skills in everyday life;
2. the use of the native language as a means of teaching, including at the supra-subject level;
3. the use of the Russian language for effective communication with peers and adults in various communication situations, including joint activities;
4. possession of national and cultural norms of behavior in various situations of interpersonal and intercultural communication.

Substantive resultsmastering the Russian language program by graduates of the basic school at an advanced level are the following:

By the end of 5th grade, students will have:

Recognize spelling and punctograms in accordance with the learned rules;

Recognize independent and service parts of speech, know their main morphological features and syntactic role;

Distinguish and correctly intonate sentences that are different in purpose of utterance and in emotional coloring;

Find the grammatical basis of the sentence (in the simplest cases);

Distinguish a simple sentence with homogeneous predicates from a complex sentence;

Produce syntactic and punctuation parsing;

Hear and distinguish sounds, distinguish sounds and letters;

In accordance with accepted standards, indicate the sounds of speech in writing;

use dictionaries;

Select synonyms and antonyms for the word in the sentence and phrase;

Identify in context the semantic and stylistic differences of synonyms;

Produce (selectively) lexical analysis of the word;

Enrich speech with phraseological units and use them correctly;

Improve the text by eliminating unnecessary repetition of words;

To title the text, to make a simple plan of the finished text;

Express in detail and concisely the text of the type of narration, description, reasoning in oral and written form, while maintaining the style of speech;

Build your own statement.

By the end of 6th grade, students will be able to:

Distinguish independent parts of speech (noun, verb, adjective, numeral, adverb, name of the state) according to the totality of signs and reasonably prove that the word belongs to one or another part of speech;

Find spellings in accordance with the studied rules;

Distinguish between lexical and functional homonyms, taking into account the meaning and syntactic function of the word;

Use language tools, eliminating the various repetition of words in the text;

To produce morphemic and morphological analysis of the studied parts of speech;

By the end of 7th grade, students will be able to:

Argumentatively prove the belonging of a word to one or another part of speech, building reasoning texts;

Perform morphemic and morphological analysis of all parts of speech;

Observe literary norms for the use of various parts of speech in oral and written forms of speech;

Use morphological synonyms;

Replace participial and adverbial phrases with subordinate clauses and vice versa;

When constructing texts of different types, take into account the stylistic characteristics of words related to different parts of speech;

Build texts with a combination of different types of speech;

Use pronouns, adverbs, conjunctions, particles to connect text fragments.

By the end of 8th grade, students will be able to:

Pronounce sentences with the correct intonation, taking into account punctuation marks, find the semantic center of the sentence;

Correctly put and explain punctuation marks on the studied rules;

Find the grammatical basis of a simple sentence;

Distinguish the main types of predicate;

Distinguish between the types of secondary members of the proposal;

Define multi-valued members of the sentence;

Use synonyms of agreed and inconsistent definitions;

Distinguish types of one-part sentences, use them correctly in speech;

Correctly build sentences with homogeneous members and isolated members;

Change sentences with homogeneous members, isolated members, synonymous constructions;

Correct intonation of simple complicated sentences;

Analyze and build texts of all types, taking into account the artistic and expressive possibilities of the studied syntactic units;

Make abstract plans.

At the end of grade 9, students will learn:

Make diagrams complex sentences different types;

Distinguish semantic relationships between parts of complex sentences;

Correct punctuation;

Build sentence schemes of different types, especially complex ones;

Use complex sentences in speech, taking into account the synonymous meanings of different types;

Match the members of the sentence and the subordinate clauses; perform syntactic analysis of complex sentences of different types;

Distinguish the stylistic coloring of means of communication and use them correctly depending on the style of speech;

Build a coherent reasoned statement on linguistic theme on the material studied in the Russian language lessons;

Compile business papers (application, receipt, description, autobiography);

Write an essay on a literary topic based on the studied work;

Write an essay on a free topic in different genres and styles of speech;

Distinguish colloquial speech, scientific, journalistic, official business styles, language fiction;

Determine the topic, type and style of speech, analyze the structure and linguistic features of the text;

Recognize linguistic units, conduct various types of their analysis;

Observe the basic rules of spelling and punctuation in the practice of writing;

Observe the norms of Russian speech etiquette, it is appropriate to use paralinguistic (non-linguistic) means of communication;

Exercise speech self-control, evaluate your speech in terms of its correctness, find grammatical and speech errors, shortcomings, correct them, improve and edit your own texts.

Basic principles governing content

and program building

1. The principle of consistency determines the selection, interpretation and organization of theoretical information. In this case, the system is considered as a set of language units interconnected by systemic relations. The systematization of theoretical information facilitates the assimilation by students of the structure and meaning of language units.

2 . The principle of isomorphism is closely related to the principle of systemicity - the presence common features units different levels language system. The implementation of this principle allows you to use the same methods and techniques

in the study of multi-level language units. Thus, methods and techniques for studying the members of a sentence facilitate the study of the types of subordinate clauses.

The systematic presentation of theoretical information about the language determines the system of tasks that ensure the formation of practical skills and abilities.

3. The study of the language system is the basis for teaching speech, its improvement and development. This means the closest connection between work on the development of speech and the study of theory. Language exists in speech, speech is the realization of a language system. Language cannot be studied outside of speech, speech cannot be studied without relying on language. These general provisions determine the need to integrate language and speech into school practice. The improvement of speech should be closely connected with the study of the theory that reveals the system of the language, its laws.

4. The structural-semantic direction - the basis of the school course of the Russian language - determines the multidimensional coverage of language units, taking into account the form (structure), meaning (semantics) and function of language units. The triad - form, semantics and function - determines the nature of the program construction. The formal and semantic properties of linguistic units are consistently noted, since structural features create objective conditions for the classification and qualification of units of language and speech, and meanings (linguistic and speech) correct and supplement structural and semantic indicators.

5. The functional approach requires taking into account the functions of language units when teaching speech. The functional approach to language learning led to attention to the text. Comprehensive text analysis is considered not only as a task of a teaching nature, as effective method testing students' knowledge, but also as the most important condition for the formation of the ability to build texts of various types and genres. The analysis of texts of different types teaches schoolchildren to be attentive to their structure, to syntactic constructions, to lexical and phraseological content, develops the linguistic instinct of students, as it allows to evaluate the stylistic characteristics of words and sentences.

6. The principle of historicism allows:

Link the past with the present;

Show the connection between the history of the language and the history of society (for example, when studying phraseology, vocabulary, etc.);

Show the sources of vocabulary enrichment, the reasons for this phenomenon;

Find out the reasons for the richest Russian synonymy;

Explain many phonetic phenomena (the presence of fluent vowels, historical and positional alternations of sounds, spelling of words with hissing, etc.).

7. Attention to transitional phenomena arouses the interest of students in the study of the Russian language, as it makes them reflect on the living language processes that constantly occur in speech and often change the language system.

8. The principle of consistency necessitates the qualification of all speech facts, and not just individual typical phenomena snatched from the language / speech system. Accounting for systemic connections and relationships shows the presence in the language and, especially in speech, of transitional phenomena characteristic of all levels of the language system. Transitional phenomena, combining the properties of different classification units, reflect the life of the language in speech, systemic connections and relationships between language units. An example of transitional phenomena can be functional homonyms - etymologically related words, often close in lexical meaning, but related to different parts of speech: Fine - short neuter adjective good - adverb, good - state name, good - particle, etc. Functional homonyms are united by unity sound composition(homocomplex), but clearly differ in syntactic function. Transitional phenomena are also numerous in the field of syntax: multi-valued members of a sentence, multi-valued types of subordinate clauses, etc.

The stated principles contribute to the development of students' thinking, their cognitive activity. Boolean operations analysis and synthesis in teaching practice are manifested in the observation of speech material, in the formation of the ability to produce different types of analysis, generalize conclusions, and argue them. Many tasks in the collections ask educational and research questions, the answers to which develop not only thinking, but also speech.

The main array of theoretical information presented in this program is covered traditionally. We note some special interpretations of the concepts.

1. Parts of speech are distinguished based on four features. A new feature is a morphemic feature that complements the three traditional ones (general grammatical meaning, morphological categories and syntactic functions).

Attention to the morphemic composition of the word is important in the qualification of words related to significant parts of speech.

The morphemic principle of classifying parts of speech correlates with the morphemic principle of orthography. Morphemic principles contribute to the effective formation of spelling skills, spelling vigilance of students.

2. When compiling a program, the isomorphism of the language system is taken into account - the presence common properties units of language at different levels.

3. The classification of subordinate clauses in relation to the members of the sentence greatly facilitates the assimilation of the classification of complex sentences, which frees up time and creates theoretical conditions for synonymy exercises that contribute to the development of students' speech and its enrichment.

4. Word combinations with writing connection are treated as phrases along with subordinating phrases.

When studying morphology, it is advisable to study the verb immediately after the noun. This is due to both theoretical and methodological considerations.

Noun and verb- the main parts of speech. The noun and the verb form the grammatical (predicative) basis of the sentence.

Such a change in the order of studying parts of speech is also justified from a methodological point of view. According to this program, the verb is not studied at the end school year, and at the most effective time - in the first half of the 6th grade, immediately after studying the noun. In addition, constant attentionto the grammatical basis of the sentenceallows you to study the remaining parts of speech on a syntactic basis. Constant attention to the grammatical basis provides a deeper understanding of the structure of the sentence.

After the verb in grade 6, parts of speech are studied that determine the signobject (adjective), the number of objects and the order in which they are counted (numeral).

Then study adverb , which defines the verb, and state names independent of other parts of speech (state words, state categories).

Pronoun (beginning of grade 7) allows you to repeat all nominal parts of speech: adjectives, numerals, adverbs and state names. The study of the categories of pronouns in comparison with other parts of speech makes it possible to recall all nominal parts of speech. (State names, as the youngest part of speech, do not have specific pronouns, except for the pronoun (question) what. The question is how? is common to adverbs and state names.)

In syntax in general, the traditional order of topics studied. We only note the following.

Ways of transmitting someone else's speechit is advisable to study after complex sentences, since in someone else's speech there can be both simple and complex sentences.

When studying complex sentencesfirst, the structure of complex sentences with several subordinate clauses is considered, and then the types of subordinate clauses. This sequence of topics allows you to study the types of clauses not only on two-component sentences, but also on complex ones with several clauses.

Constant attention to the latter undoubtedly contributes to the development of students' speech, the ability to use complex sentences with several subordinate clauses.

The training material is divided into two concentres:

introductory course (beginning of grade 5) and main course (grades 5-9).

Theoretical information of the introductory course is given in the collection of assignments for grade 5. This information makes it possible to repeat what has been learned in primary school and give some propaedeutic information necessary for the study of phonetics, morphology, word formation and lexicology.

The rules of spelling and punctuation are set out in close connection with the presentation of relevant theoretical information throughout grades 5-9.

5th class

INTRODUCTION COURSE

Repetition and propaedeutics. Introduction.

The role of language in the life of society. Russian language as one of richest languages peace.

The concept of stylistics and the main styles of the literary language.

Grammar (brief information).

The concept of morphology and spelling.

Spelling. "Wrong" places.

The main independent (significant) parts of speech: noun, adjective, verb, adverb, pronoun.

Service parts of speech: preposition, union, particle.

Syntax.

The concept of syntax.

Offer. Types of sentences according to the purpose of the statement. Non-exclamatory and exclamatory sentences. The main and secondary members of the sentence.

Phrase. phrases in a sentence.

Proposals with homogeneous members, with appeals, with introductory words.

Difficult sentence. Compound, complex and non-union sentences.

Proposals with direct speech. Dialogue and monologue. Text.

The general concept of the text and the main types of speech (narration, description, reasoning). Creation of texts according to the proposed samples. narration about own actions. Description of an object, animal. Reasoning on educational material. A concise retelling of a small literary text. Drawing up a plan of some paragraphs of the textbook and retelling their content.

MAIN COURSE

Introduction.

Russian language in the modern world. The concept of literary language. Spelling, pronunciation, morphological, syntactic and stylistic norms. Spelling rules.

Oral and written forms of speech. The main sections of the science of language.

Phonetics. Graphic arts. Orthoepy. Speech sounds and letters. Alphabet. Vowels and consonants. Syllable. Word hyphenation rules. stress. voiced and voiceless consonants. Hard and soft consonants. Strong and weak position for vowels and consonants. Vowels after hissing. Spelling oh, oh, oh after hissing. Soft sign after hissing. Letter meanings i, yu, e, yo.

Orthoepic notes on the pronunciation of difficult words.

Text analysis. Determining the topic, highlighting keywords. Indication of means of communication. Determining the type of speech and style (in simple cases).

Editing small texts and sentences.

Making phrases and sentences. Compilation of texts according to the given words.

Culture of speech (pronunciation of words, correct formation of word forms, etc. Morphemics. Word formation. Spelling

The value of studying morphemics. stem and ending. Root of the word. prefix and suffix. Historical changes in the composition of morphemes.

Word formation. word chains.

The alternation of sounds in the root of the word. Variants of the root as a consequence of historical transformations. Formation of new morphemes.

Spelling of roots and prefixes. Spelling of unstressed vowels in the root. Spelling of roots with alternating vowels a-o, e-i, spelling of roots with alternating combinations of sounds-rast --- rasch - grew -; a (i) -im (in).Spelling of consonants and vowels in prefixes. Spelling prefixes pre- and pre-.

Compilation of phrases, sentences, texts. Reasoning on educational material. Compiling a narrative text based on these phrases. Continuation of the story in the form of a monologue and dialogue.

Lexicology. The concept of the word. Dictionary wealth of the Russian language. The lexical meaning of the word. single and multiple words. Direct and figurative meaning of the word. Common and restricted words. The use of dialectisms and professionalisms in fiction. Terms. their international character. Synonyms. Synonymous rows. syntactic synonyms. Antonyms. The role of antonyms in the text. Homonyms. Paronyms. Mistakes in the use of paronyms in speech.

The concept of etymology. Origin of some words. The concept of folk etymology. Archaisms. Neologisms.

Borrowed words. Phonetic and morphemic changes of borrowed words in Russian. Borrowing assessment.

Old Church Slavonicisms. Conditions for their appearance in Russian. Synonymous relations between Old Slavonicisms and Russianisms.

Spelling of full and non-full vowel combinations.

Phraseology. Phraseologisms. Phraseologisms of folklore origin. Proverbs and sayings. Winged words and expressions. Phraseologisms as an expressive means of language and speech. Popular character of proverbs and sayings. Phraseological units-synonyms, phraseological units-antonyms.

Compilation of texts, including phraseological units, proverbs, popular expressions. Selection of epigraphs-proverbs.

Compilation of phrases, sentences and texts with synonyms, antonyms, paronyms, archaisms, neologisms.

Determining the style of speech according to the peculiarities of vocabulary and phraseology, the presence (absence) of artistic visual means, the nature of the construction of proposals.

Genres: story, riddle, fairy tale (linguistic and modern), letter, announcement, instruction, simple plan, note-taking (grades 5 to 9), TV show review.

6TH GRADE

Grammar

Grammar sections. Morphology.

The concept of parts of speech. Significant and auxiliary parts of speech. The word and its forms. The morphemic composition of words as one of the bright signs of parts of speech.

Significant parts of speech Noun

The concept of a noun. The role of nouns in speech (in the text). Spelling Not with nouns.

Common nouns and proper names nouns. Specificity of Russian proper names (three-membered name of a person).

The concept of toponymy.

Animate and inanimate nouns. The role of personification in artistic speech.

Discharges of nouns by value (concrete, material, abstract, collective). Features of their use in speech.

The number of nouns. The remains of the dual number in the modern language.

The gender of a noun. Fluctuations in kind. Modern norms some categories of nouns. Rethinking the genus as an artistic device.

Case of nouns. Methods for determining indirect cases of nouns: on a question, on a pretext.

Declension of nouns in singular and plural.

Spelling case endings. Inflected nouns.

Invariable nouns. rules for their use.

Word formation of nouns. Sources of replenishment of nouns with the help of prefixes.

Transition of adjectives into nouns. The concept of functional homonyms.

Basic skills and abilities:

Identify nouns by a combination of four features;

Know the basic derivational suffixes of nouns and write them correctly;

Distinguish functional homonyms (nouns and adjectives);

Determine the categories of nouns;

Build a discussion on grammatical topics.

Verb

The concept of the verb. The role of verbs in speech (in the text). Spelling not with verbs.

Infinitive. Historical changes in the forms of the infinitive.

Reflexive verbs. The history of the formation of reflexive verbs. Norms of use-sya and -s. Spelling forms of the verb in-tsya and -tsya.

Verb types. The use of verbs of various types in the description and narration.

Compilation of texts of descriptive and narrative types of speech. Contrasting verbs by aspect as a specific property Slavic languages. The richness of the semantic meanings of specific forms.

Verbs are transitive and intransitive.

Verb inclinations. Indicative. Verb tenses: present, past and future. Origin of the past tense. Its specificity in modern Russian. Spelling forms of the past tense. Verb stems: present tense stem, infinitive stem, past tense stem. The use in speech of some forms of time instead of others.

Conjugation of verbs. Spelling of personal endings. Conjugated verbs and their origin. Imperative mood. The use of forms imperative mood in speech. Subjunctive mood. Impersonal verbs.

Word formation of verbs. Forming verbs with prefixes and suffixes. Spelling of verb suffixes.

Editing sentences and texts with irregular verb forms.

Drawing up a plan for the content of paragraphs of the textbook and retelling them with the selection of their own illustrative examples.

Basic skills and abilities:

Identify verbs by a combination of four features;

Know the basic derivational prefixes and suffixes of verbs and write them correctly;

Highlight grammatical basics;

Distinguish between verbs-tsya and -tsya, use them correctly in speech and writing;

Distinguish types of speech (narration and description) by type of verbs;

Correctly write personal endings of verbs;

Perform morphemic and morphological analysis of verbs;

Edit texts and compose them. Adjective

The concept of an adjective. The role of adjectives in speech. Spelling Not with adjectives.

Ranks of adjectives by meaning. Full and short adjectives. Declension of adjectives. Story possessive adjectives. Degrees of comparison quality adjectives. Comparative education. Superlative education. Norms for the use of degrees of comparison.

Word formation of adjectives. Forming adjectives with suffixes. Spelling of adjective suffixes. Forming adjectives with prefixes. Formation of adjectives by adding words. their spelling. The use of complex adjectives in speech.

Basic skills and abilities:

Determine adjectives by a combination of four features;

Distinguish the main suffixes of adjectives and write them correctly;

Learn the ranks of adjectives by meaning and forms of degrees of comparison;

Use adjectives correctly in speech;

Make morphemic and morphological analysis of adjectives.

Numeral

The concept of the numeral. The role of numbers in speech.

Digits of numerals by value. Cardinal numbers. Soft sign in numerals. Collective numbers. Fractional numbers. Ordinals. Compilation of sentences and texts with numerals. Formation of words of other parts of speech from numerals.

Declension of numerals of all digits. History of some numerals.

Basic skills and abilities:

Correctly use numerals in speech;

decline numerals;

Perform morphemic and morphological analysis of numerals.

Adverb

The concept of adverb. Classes of adverbs by meaning. The use of adverbs in speech. Spelling Not with adverbs. Degrees of comparison of adverbs. Adverbs as one of the means of communication between parts of the text.

Word formation of adverbs. Features of the formation of adverbs. Formation of adverbs using prefixes and suffixes. Spelling of adverbs. The transition of nouns into adverbs. Functional homonyms:

come in the morning and early in the morning, in the distance blue and see in the distance and others. Spelling of adverbs that have a functional homonym - a noun with a preposition. Transition of adjectives into adverbs. their spelling.

Basic skills and abilities:

Determine adverbs by the totality of four signs;

Use in speech (in the text) adverbs of different categories;

Distinguish functional homonyms;

Perform morphemic and morphological analysis of adverbs.

State name

The concept of state names. Bits of state names by value. The role of state names in speech. Spelling Not with state names. Functional homonyms: short neuter adjectives, adverbs, state names. Composition of texts using state names.

Basic skills and abilities:

Determine the names of the state by the totality of four signs;

Distinguish state names by value;

Determine the role of state names in speech;

Distinguish functional homonyms.

Genres: book review, individual characteristics, description of the place, biography, rules, cases from life.

7TH GRADE

Pronoun

The concept of a place. The role of pronouns in speech.

Pronouns as one of the means of communication between parts of the text.

Pronouns and other parts of speech. Pronouns are nouns. Pronouns are adjectives. Pronouns-adverbs.

Categories of pronouns: personal, reflexive, possessive, interrogative, relative, indefinite, negative, attributive, demonstrative. Spelling of pronouns. Orthoepic and syntactic norms use of pronouns in speech.

Basic skills and abilities:

Determine pronouns in relation to other parts of speech;

Use pronouns as a means of linking parts of the text and edit texts;

Observe orthoepic and grammatical norms for the use of pronouns(how much ..., own, herself ...);

Perform morphemic and morphological analysis of pronouns, etc.

Participle

The concept of communion. Signs of the verb and adjective in the participle. Active and passive participles.

The role of participles in speech. Book stylistic coloring of participles.

Participial. Synonymy participle turnover and adjunctive clause.

Word formation of participles. Formation of real and passive participles. Declension of participles. their spelling. Transition of participles into other parts of speech.

Basic skills and abilities:

Determine participles by a combination of four signs;

It is correct to decline participles, especially return ones;

Replace participial phrases with subordinate clauses and vice versa;

Perform morphemic and morphological analysis of participles, building reasoning texts.

gerund

The concept of adverb. Signs of the verb and adverb in gerunds. The role of adverbs in speech.

Participial turnover. Synonymy of adverbial phrases and subordinate clauses.

Word formation of adverbs. Comparison of the morphemic composition of gerunds and participles. Spelling of adverbs.

Basic skills and abilities:

Determine gerunds by a combination of four signs;

Correct use of verbal participles in speech;

Distinguish gerunds from participles by morphemic composition;

Build texts using gerunds;

Perform morphemic and morphological analysis of gerunds, building reasoning texts.

Service parts of speech

The concept of service parts of speech. Role service units speech in sentence and text.

Pretext. The concept of a preposition. Prepositions-antonyms. Use of prepositions with cases. Ranks of prepositions by meaning. Ranks of prepositions by origin: non-derivative and derived prepositions. Business style prepositions. Spelling of suggestions.

Union. The concept of the union. Coordinating and subordinating conjunctions. Spelling unions. Functional homonyms: too (conjunction) - the same (pronoun with a particle), to (conjunction) - what would (pronoun with a particle), etc. Conjunctions as the most important means of connecting parts of the text.

Particle. The concept of a particle. Form-building and word-building particles. Particle ranks by value. Spelling not and neither With different parts speech (generalization).

Basic skills and abilities:

Correctly use the service parts of speech, given their role in the sentence and text;

Distinguish between form-building and word-building particles;

Distinguish functional homonyms in writing(also - the same, so that - what would and etc.).

Interjection

The concept of interjection. Spelling of interjections. The role of interjections in speech.

Transition from one part of speech to another (generalization). Interaction of significant parts of speech. Interaction of service parts of speech.

Genres: interviews, business papers (memo, statement, receipt, power of attorney), Comparative characteristics, complicated plan, quote plan, report, note, abstract, review, humorous story.

8TH GRADE

Syntax

The concept of syntax and punctuation. Types of connection between words and sentences (subordinating and writing). Methods of subordinating communication: coordination, control, adjoining.

The main types of phrases: a) by the nature of the connection between words (composing and subordinating); b) by the nature of the main word (verbal, nominal, adverbial).

Whole phrases.

Offer. The concept of a proposal.

Types of sentences according to the purpose of the statement. Types of proposals for emotional coloring. Registration of business papers. Rhetorical questions. Punctuation marks at the end of sentences. A simple sentence

The main types of proposals: two-part and one-part, non-common and common. The semantic center of the sentence. "given" and "new". Order of words in a sentence. logical emphasis.

main members of the proposal. The subject and ways of expressing it. The predicate and its main types: simple verbal predicate, compound verbal predicate, compound nominal predicate. Agreement of the predicate with the subject. A dash between subject and predicate.

Secondary members of the sentence. Definition (agreed and inconsistent definitions, applications). Synonyms of agreed and inconsistent definitions. Direct and indirect object. Circumstance. Ranks of circumstances. Separation of the circumstances of the assignment, comparative and adverbial phrases.

Syntactic functions of the infinitive.

One-valued and multi-valued members of the sentence.

Single sentences. The concept of one-part sentences.

Varieties of one-component sentences.

Definitely personal suggestions. Indefinitely personal proposals. Generalized personal proposals. The role of verb sentences. Impersonal offers. The role of impersonal sentences in speech: an expression of the state of a person, nature, environment, etc. Infinitive sentences. Nominative (nominative) sentences. Nominative representation. Punctuation marks in the nominative representation. The role of nominative sentences in speech: an artistic description of the state of nature, the environment, etc.

The stylistic nature of one-component sentences.

Complete and incomplete sentences.

Features of the structure of complete and incomplete sentences. Complete and incomplete two-part and one-part sentences. Stylistic character of incomplete sentences. Reasons for using incomplete sentences in speech.

Complicated sentence

Proposals with homogeneous members. Unions with homogeneous members. Punctuation marks. Generalizing words. Homogeneous and heterogeneous definitions. The role of homogeneous members of the sentence in speech.

Proposals with separate members.

The concept of separation. General conditions for separating definitions. Separation of agreed definitions. The stylistic nature of participial phrases. Separation of inconsistent definitions. Separation of applications. Separation of add-ons. Separation of single gerunds and participles. Separation of circumstances expressed by nouns with prepositions. Separation of clarifying members of the proposal.

Stylistic characteristics of isolated members of the sentence.

Synonymy of isolated members of the sentence and subordinate clauses.

Separation of clarifying members of the proposal. Punctuation marks in sentences with separate and clarifying members of the sentence.

Sentences with introductory and inserted words, phrases and sentences. Values ​​of input and plug-in components. Punctuation marks.

Proposals with appeals. The meaning of calls. Place of references in the proposal. Punctuation marks.

Sentence words

Features of words-sentences. The use of words-sentences in oral and written forms of speech. Punctuation marks. Principles of Russian spelling. Spelling principles. Punctuation principles. Copyright marks.

Genres: review, portrait essay, reportage, thesis plan, comparative characteristics, diary entries, explanatory note.

9 CLASS

Difficult sentence

The main types of complex sentences. their synonyms.

Complex sentences. Punctuation marks.

Complex sentences. The structure of complex sentences. Subordinating conjunctions and allied words. The role of demonstrative words in the subordination of sentences. Features of joining subordinate clauses to the main one. Complex sentences with several subordinate clauses.

Types of subordinate clauses: subject, predicate, attributive, additional, adverbial. Accessory adjectives. Synonymy simple sentences and complex subordinates, sentence members and subordinate clauses. Multi-valued subordinate clauses.

Complex non-union proposals. Complex values unionless proposals. Punctuation marks. Synonyms of allied and non-union proposals.

Complex multicomponent sentences. Period.

Sentences with someone else's speech. Ways of transmitting someone else's speech. Proposals with direct speech. Offers from indirect speech. Improperly direct speech. Quotations and ways of quoting.

Genres: travel essay, business letter, scientific report.

Considering that in different classes and educational institutions with in-depth study of the Russian language, a different number of hours are allotted for the subject "Russian language", the program indicates onlyapproximate distribution of hours by class and topic.With hourly planning, teachers themselves can take into account the individual characteristics of each class, redistribute individual topics and sections, group them into blocks, thereby freeing up time to study those course issues that were not sufficiently learned. Some of the linguistic and methodological ideas indicated in this program were discussed in the laboratory of teaching the Russian language at the Research Institute of Schools of the RSFSR MP and implemented in the educational complex for general education schools, the main component of which is the textbook “Russian language. Theory. 5-9 grades”, authors V. V. Babaitseva and L. D. Chesnokova. The textbook is supplemented with textbooks "Practice" for each class and textbooks for the development of speech "Russian language. Russian speech”, author E. I. Nikitina. The most significant difference of this complex is that the development of speech is highlighted in the textbook “Russian language. Russian speech", and within-depth study of the Russian languagethe development of speech is closely connected with the study of language. The development of speech is one of the tasks of each lesson.At in-depth study Russian languagemuch more attention is paid to morphemic (a morphemic criterion for determining the part of speech of words is highlighted; more tasks on morphemic analysis of words, etc.); more attention is paid to synonymy (especially syntactic); more information is given from the history of the development of the Russian language, etc. The conceptual and terminological system is expanding (although not very significantly). There are other less significant differences as well. The commonality of linguistic and methodological ideas, the approximately general distribution of the study of topics by class makes it easy to move from one complex to another, use the materials of an in-depth complex when working on a complex for a general education school.

Approximate thematic planning

5th class

6TH GRADE

7TH GRADE

8TH GRADE

9 CLASS

The program is implemented in UMK:

Textbook “Russian language. Theory. 5-9 grades ”(author V.V. Babaitseva);

Russian language. Practice. Grade 5 / ed. A. Yu. Kupalova.

Russian language. Practice. Grade 6 / ed. G. K. Lidman-Orlova.

Russian language. Practice. Grade 7 / ed. S. N. Pimenova.

Russian language. Practice. Grade 8 / ed. Yu. S. Pichugova.

Russian language. Practice. Grade 9 / ed. Yu. S. Pichugova.

N and k and t and n and E. I. Russian language. Russian speech. Grade 5

N and k and t and n and E. I. Russian language. Russian speech. 6th grade.

N and k and t and n and E. I. Russian language. Russian speech. 7th grade.

N and k and t and n and E. I. Russian language. Russian speech. 8th grade.

N and k and t and n and E. I. Russian language. Russian speech. Grade 9

Collections of assignments for grades 5, 6-7, 8-9 (authors V. V. Babaitseva, L. D. Bednarskaya, N. V. Drozd, O. A. Salnikova);

Workbooks for each class (authors V. V. Babaitseva, L. D. Bednarskaya, A. V. Glazkov, M. I. Sergienko, etc.).

There are many tasks in the collections related to complex analysis text, with the formation of skills and abilities to build mini- and maxi-texts on various themes corresponding to the age characteristics of schoolchildren. Much attention is paid to the formation of spelling and punctuation skills.

Many tasks are focused on the formation of spelling vigilance. The formation of the language instinct of students will be facilitated by observing the language of announcements, advertisements, etc.

Workbooks include tasks that do not require copying texts, sentences and words.

As can be seen from a simple list of components of the educational complex, it bridges the gap between language learning and speech development.

Given that in different classes and educational institutions with in-depth study of the Russian language, a different number of hours are allotted for the subject "Russian language", the program indicates the distribution of hours only by class, and not by topic. With hourly planning, teachers themselves can take into account the individual characteristics of each class, redistribute individual topics and sections, group them into blocks, thereby freeing up time to study those course issues that were not sufficiently learned.

Some of the linguistic and methodological ideas indicated in this program were discussed in the laboratory of teaching the Russian language at the Research Institute of Schools of the RSFSR MP and implemented in the educational complex for general education schools, the main component of which is the textbook “Russian language. Theory. Grades 5-9”, authors V. V. Babaitseva and L. D. Chesnokova. The textbook is supplemented with textbooks "Practice" for each class and textbooks for the development of speech "Russian language. Russian speech”, author E. I. Nikitina.

The most significant difference of this complex is that the development of speech is highlighted in the textbook “Russian language. Russian speech”, and with an in-depth study of the Russian language, the development of speech is closely connected with the study of the language. The development of speech is one of the tasks of each lesson.

With an in-depth study of the Russian language, much more attention is paid to morphemic (the morphemic criterion for determining the part of speech of words is highlighted; more tasks on the morphemic analysis of words, etc.); more attention is paid to synonymy (especially syntactic); more information is given from the history of the development of the Russian language, etc. The conceptual and terminological system is expanding (although not very significantly).

There are other less significant differences as well.

The commonality of linguistic and methodological ideas, the approximately general distribution of the study of topics by class makes it easy to move from one complex to

another, to use the materials of the in-depth complex when working on the complex for a comprehensive school.

The commonality of the linguo-methodological concept is an undoubted advantage (and not a disadvantage!) of this program, as it allows you to maintain continuity in the teaching of the Russian language, enrich and develop methods and techniques that have been proven by practice.

Logistics support of the Russian language classroom

1. Computer (technical requirements: graphic operating system, CD-ROM drive, audio and video inputs/outputs, Internet access capabilities);

2. Video projector

5. MFP

8. Screen on a tripod or hinged (minimum dimensions 1.25 @x 1.25).

9. Video player, DVD player (VCR).

10. TV (diagonal not less than 72 cm).

11. Audio center (with the ability to use CDR audio discs

12. Tables and posters.

http://www. phil ology.ru - "Philological portal".

http://www.gramma.ru - "Culture of written speech" (norms of the modern Russian language; assistance to schoolchildren: testing, composition, presentation, dictation; consultations, answers to questions).

http://www.wikpedia.ru - universal encyclopedia "Wikipedia".

http://www.krugosvet.ru - universal encyclopedia "Krugosvet".

http://www.rubricon.ru - Rubricon encyclopedia.

http://www.slovari.ru - electronic dictionaries.

http://www.gramota.ru - reference and information Internet portal "Russian language".

http://raslit.ioso.ru/index.htm - interactive tests in the Russian language, Russian spelling rules, poetic riddles, literary experiments.

http://www.gramota.ru - Gramota.Ru.

http://www.rusword.com.ua - "The world of the Russian word (Dictionary of V. I. Dahl)".

http://www.babylon.nd.ru - electronic library "Babylon" (spelling dictionary, dictionary foreign words, Dictionary of Brockhaus and Efron).

http://www.about-russian-language.com - culture of speech.

http://www.slovari.ru - site "Russian dictionaries" ( electronic versions Russian dictionaries: explanatory dictionaries, spelling dictionary, dictionaries of foreign words).

http://www.languages-study.com/rassian.html - Russian language knowledge base (free Russian language reference service).

http://www.nios.ru/subjects - catalog of resources on the Russian language and literature.

List of educational and methodical teaching aids:

For the teacher

1. Babaitseva VV Actual articulation of one-part sentences // Problems of studying one-part sentences. M., 2005.

2. Babaitseva VV Subordinating and composing phrases // RYaSh. 2006. No. 4.

3. Babaitseva VV Principles of Russian spelling // RYaSh. 2009. №3.

4. Babaitseva V. V. Simple and complex phrases // РЯШ. 2007. No. 4.

5. Babaitseva VV The system of one-part sentences in modern Russian. M., 2004.

6. Babaitseva VV The system of sentence members in modern Russian. M., 1988.

7. Babaitseva VV Secrets of spelling vigilance // Russian literature. 2000. No. 1.

8. Babaitseva V. V. Transitivity phenomena in the grammar of the Russian language. M., 2000.

9. Babaitseva V.V., Bednarskaya L.D. Notes on punctuation // РЯШ. 2008. No. 7.

10. Bednarskaya L. D. Teaching writing-reasoning in preparation for the Unified State Examination in the Russian language // РЯШ. 2009. No. 9-10.

11. Bednarskaya L. D. Syntax of the novel by A. S. Pushkin "Eugene Onegin". Eagle, 2008.

12. Gorbachevich K. S. Russian language: The past. The present. Future. M., 1987.

13. Ippolitova N. A. Text in the system of teaching the Russian language at school. M., 1998.

14. Kovtunova I. I. Russian language: Word order and actual division of the sentence. M., 1976.

15. Kupalova A. Yu. Study of syntax and punctuation at school. M., 2002.

16. Lvov M. R. Fundamentals of the theory of speech. M., 2000.

17. Nikolina N. A. Philological analysis of the text. M., 2003. Pakhnova TM Preparing for oral and written exams in the Russian language. M., 1997.

18. Politova I. N. Transitivity in the system of subordinating phrases in modern Russian. Kolomna, 2008.

19. Skoblikova E. S. Generalizing work on spelling. M., 2005.

20. Syrov I. A. Ways to implement the category of connectivity in a literary text. M., 2005.

21. Syrov I. A. Functional-semantic classification of titles and their role in the organization of the text // Philological Sciences. 2002. No. 3.

22. Uspensky M. B. In the world of paradoxes of the Russian language. M., 2006.

23. Khisamova G. G. Dialogue as a component of a literary text. M., 2007.

24. Stein K. E. Principles of literary text analysis. St. Petersburg; Stavropol, 1993.

For students

26. Babaitseva V.V. Russian language. One-part sentences in the text. Grades 10-11: Elective course. M., 2008.

27. Bednarskaya L. D. Difficult questions in the study of syntax: Elective course. M., 2009.

28. Granik G. G., Bondarenko S. M., Kontsevaya L. A. Secrets of Spelling. M., 1994.

29. Granik G. G. and others. Speech, language and secrets of punctuation. M., 1995.

30. Drozdova O. E. Linguistics lessons for schoolchildren in grades 5-8. M., 2001.

31. Lvova S. I. “Let me invite you ...”, or Speech etiquette. M., 2004.

32. Lvova S. I. Russian language in crossword puzzles. M., 2002.

34. Panov M. V. Entertaining spelling. M., 1984.

35. Panov M. V. And yet she is good. A story about Russian spelling. M., 1964.

36. Pakhnova T. M. Collection of texts for preparation for the state final certification. Grade 9 M., 2011.

37. Postnikova I. I. et al. This is a difficult simple sentence. M., 1985.

38. Rosenthal D. E. How can I say it better? M., 1988. Skvortsov LI Ecology of the word, or let's talk about the culture of Russian speech. M., 1996. Smelkova 3. S. Business person: the culture of verbal communication. M., 1997.

39. Solganik G. Ya. From word to text. M., 1993.

40. Shansky N. M. Linguistic detectives. M., 2002.

For students and parents

Dictionaries and reference books:

41. Zhukov A. V. School lexical and phraseological dictionary of the Russian language. M., 2010.

42. Karpyuk G. V., Kharitonova E. I. School dictionary of the use of the letter ё in Russian. M., 2010.

43. Kvyatkovsky A.P. School poetic dictionary. M., 1998.

44. Krysin L.P. School dictionary of foreign words. M., 1997. (Any subsequent edition.)

45. Lvov VV School orthoepic dictionary of the Russian language. M., 2004.

46. ​​Lvov M. R. School dictionary of antonyms of the Russian language. M., 1998.

47. Ozhegov S. I., Shvedova N. Yu. Explanatory dictionary of the Russian language. M., 1992. (Any subsequent edition.)

48. Reznichenko I. L. Dictionary of stresses of the Russian language. M., 2008.

49. Rogozhnikova R. P., Karskaya T. S. Dictionary of obsolete words of the Russian language: Based on the works of Russian writers of the 18th-20th centuries. M., 2005.

50. Skvortsov L. I. School Dictionary of the Culture of Russian Speech. M., 2010.

51. Somov V.P. Dictionary of rare and forgotten words. M., 1996.

52. Explanatory dictionary of the Russian language with the inclusion of information about the origin of words / otv. ed. N. Yu. Shvedova. M., 2008.

53. Chesnokova L. D., Chesnokov S. P. School Dictionary of the Structure and Changes of Words in the Russian Language. M., 2005.

54. Shansky N. M., Bobrova T. A. School etymological dictionary of the Russian language: The origin of words. M., 2000.

55. Shipov Ya. A. Orthodox Dictionary. M., 1998.

56. encyclopedic Dictionary young philologist (Linguistics) / comp. M. V. Panov. M., 1984.

57. Encyclopedia for children. M., 1998. T. 10: Linguistics. Russian language.

The results of the study of the subject

"Russian language"

25

Educational and methodological complex in the Russian language, the group of authors under the guidance of Professor V.V. Babaitseva, includes programs designed for grades 5-9, providing the necessary (basic levels) education; textbooks "Russian language: Theory" for grades 5-9 (authors V.V. Babaitseva, L.D. Chesnokova); collections of tasks and exercises "Russian language: Practice" for grade 5 (edited by A.Yu. Kupalova), for grade 6 (edited by G.K. Lidman-Orlova), for grade 7. (edited by S.N. Pimenova), for grades 8-9 (edited by Yu.S. Pichugov); manual "Russian speech: Development of speech" for grades 5, 6, 7, 8, 9 (the author of these publications is Nikitina E.I.). This teaching method has been used in schools for more than a quarter of a century and has a huge educational potential.

Educational and methodological complex V.V. Babaitseva has a practical spelling and punctuation orientation, which in particular is reflected in the section of morphemics. However, despite this, the theoretical material in educational and methodical complex V.V. Babaitseva is presented in a fairly large volume.

All textbooks, teaching aids and also workbooks of the teaching materials, created under the scientific guidance of V.V. Babaitseva, fully comply with the Federal State Educational Standard of the new generation LLC. Through this EMC, it is possible to prepare graduates of secondary schools for passing the exam state exam In Russian.

The team of authors of this educational complex rightly asserts that the study of the Russian language must necessarily be combined with applied, as well as practical tasks. V.V. Babaitseva draws the following line: "There is a special science of language that studies language as a natural phenomenon, continuously and naturally developing."

Following his own principle, V.V. Babaitseva consistently demonstrates the continuity and consistency of the development of the Russian language in the analyzed educational and methodological complex.

This WCU is based on the system-structural principle. The central component of the educational complex under consideration is the textbook "Russian language: Theory". This textbook contains a systematic presentation of the theoretical materials of school courses intended for study in grades 5-9 of secondary schools. The textbook gives a holistic view of the Russian language, its rules and laws, showing the language system, stable connections between sections of the entire course of the Russian language, as well as consistency in the presentation of theoretical information, significantly increasing their learning capabilities. At the same time, all key theoretical materials are accompanied in the analyzed textbook sufficiently good examples and drawings that fully illustrate the previous theoretical material, while organically fitting into the structure of the presentation of the basic rules and explanatory texts. Similar presentation theoretical material with appropriate illustrative examples, it greatly facilitates the understanding and memorization of new topics by students.

The UMK on the Russian language also contains portraits of the most prominent Russianists and linguomethodologists, brief information about them, about their contribution to the development of the theory and practice of the Russian language. Increased attention of the authors of the teaching materials, created under the leadership of V.V. Babaitseva, to individual Russian researchers, significantly increases the interest of schoolchildren in the history of the development of the science of the Russian language, contributing to a real awareness of the facts that the methodology and dynamics of the development of the native language were studied in different periods of time by outstanding domestic scientists.

In addition, in the UMK, created under the scientific guidance of V.V. Babaitseva, contains all the necessary explanations, the analysis of the content of which indicates that all spelling and punctuation rules are closely related to the unified theory of language. “At the same time, most spelling rules based on theoretical knowledge about morphemic compounds words, while it is the punctuation rules that are on the structures of sentences.

In the methodological tools of the textbook created under the scientific guidance of V.V. Babaitseva provides for the differentiation of educational material according to the degree of increasing complexity with the use of highlighting the essence of the educational material presented with different graphics. The textbook specifically highlights the definitions of the concepts being studied, as well as those spelling and punctuation rules that students must firmly master, as well as the basic terms that students need to remember for their full preparation.

For example, when studying the topic “Temporary forms of the verb” in the 5th grade, students first study the theoretical material presented in the textbook created under the guidance of V.V. Babaitseva very succinctly.

There are three tense forms in Russian, such as: present, past and future tense. At the same time, all the studied forms of the verb are included in the corresponding graphic scheme, where, through basic questions (for example, what does (s), what will they do (s), what will they do) and also typical examples schoolchildren are taught in practice to accurately determine certain forms of verbs used in their native speech. The tense forms of the verb express the relation of actions to the moments of speech.

The forms of the present tense indicate that the actions completely coincide with the moments of speech statements or are carried out constantly. Present tense verbs answer the following questions: What are we doing? What you are doing? What are they doing? What do I do? What are you doing? What is he doing?

Later in the textbook created under the scientific guidance of V.V. Babaitseva, some illustrative examples are given.

For example: A train is rushing at full speed (what is it doing?), A locomotive is turning the wheels (what is it doing?). (B. Pasternak).

All forms of the past tense demonstrate that actions precede moments of speech.

In the textbook created under the guidance of V.V. Babaitseva, while providing a visual diagram of all tense forms of verbs (Fig. 1).

Figure 1 - Scheme in the textbook by V.V. Babaitseva "Russian language" for the 5th grade

Then the students consolidate the theoretical material, while completing the tasks proposed in the corresponding collection of tasks by V.V. Babaitseva both in Russian language lessons and doing homework.

At the end of the textbooks of the peer-reviewed teaching materials there are appendices that include various reference materials that should be used by schoolchildren during the entire course of study in the Russian language program in grades 5-9. This refers to the "Indexes of learned spelling rules", "Indexes of learned punctuation rules", which contain links to paragraphs that set out the corresponding spelling and punctuation rules. The Appendices also give the main types of parsing with indications of the sequence and sample parsing of relevant examples of language material.

UMK under the scientific editorship of V.V. Babaitseva is convenient for schoolchildren: it provides a high level of continuity and prospects in teaching the Russian language, it is easy to organize a repetition of the material covered by it. The textbook created in the structure of this EMC is, in fact, a reference book that can be consulted at any time throughout the years schooling, including students of multi-ethnic classes, for which repeated repetition of information is necessary.

At the same time, the analyzed textbook has a significant drawback - the reference orientation of this teaching material, and the use of the textbook for five years "requires students to know the structure of textbooks, the ability to navigate in them, quickly find the necessary sections, repeatedly referring to the previously passed paragraphs" .

It is obvious that in the process of conducting Russian language lessons according to textbooks of teaching materials V.V. Babaitseva, various types of work are possible, including presentations, compositions, both oral and written dictations, analysis of texts. Among the educational activities, in addition to getting to know the content of the new material of textbooks, the practical activities of students (independent completion of tasks and exercises), it is necessary to study both new and repetition of previously studied material. When writing, it is necessary to draw up a plan in advance; in the process of performing independent written assignments in the classroom, a preliminary analysis of the examples given for clarity in textbooks and, by analogy, the selection of your own examples is necessary. In addition, “in textbooks on the Russian language V.V. Babaitseva also contains tasks, during which it is required to compare (on pre-prepared questions) the content of two or more paragraphs, or certain spelling or punctuation rules.

As practice shows, building classes according to the scheme proposed in this textbook is quite effective, since students gradually master not only new educational material, but also constantly repeat previously covered topics.

Collections of tasks and exercises "Russian language: Practice" UMK under the scientific editorship of V.V. Babaitseva are designed to help schools organize effective work with concepts and rules, forming the ability to recognize, analyze, characterize certain phenomena of the language. Working with collections of tasks and exercises in the Russian language teaches schoolchildren to independently select, design language materials in accordance with the topics studied, correctly - in accordance with the norms of Russian speech - and expediently - in accordance with the circumstances of speech - use various language means in the speech practice of students.

So, for example, spelling, orthoepic, punctuation and other norms are considered in the textbooks of Vera Vasilievna Babaitseva on the basis of the relevant rules that organically fit into the general theory of the Russian language.

Gradual and phased formation of both correct and expressive speech is provided in the teaching materials by appropriate tasks, among which there are both traditional and new types. learning tasks, causing the constant interest of the students themselves in learning the language. In Russian textbooks UMK language V.V. Babaitseva much more often than in traditional forms teaching the Russian language, it is proposed to regularly conduct morphemic analysis (that is, analyzes of specific words given in tasks according to their composition). Also, very often, schoolchildren are required to complete tasks related to highlighting the grammatical (predicative) foundations of sentences, which in the future forms the functional literacy of students, while allowing them to successfully avoid a very significant number of both spelling and punctuation errors. Quite often, in the considered teaching materials, there are also special exercises for the development of spelling vigilance of schoolchildren. For example, the task: “Compose from the letters included in the words, nouns in the form of the nominative case, singular. Who is bigger?" At the same time, in a textbook for the 5th grade, in such tasks, it is often necessary to compose other parts of speech instead of nouns.

In addition, traditional Russian language textbooks regularly suggest writing down words with unchecked spellings from dictation. In the textbooks on the Russian language in this EMC, tasks of this kind have been significantly modernized: schoolchildren are invited to read the dictionary words in advance (their lists are attached), try to remember their correct spelling. Then the students need to close the textbooks and only then write down the previously read words under dictation. That is, in the teaching staff it is proposed to perform partially search tasks, as well as dictations from memory.

When creating the CMD V.V. Babaitseva tried to take into account all the shortcomings of the mechanical memorization of the rule, so she sought to develop the spelling vigilance of schoolchildren with such exercises.

Compared with the previous UMK under the scientific editorship of N.M. Shansky in the developed educational and methodological complex, the number of tasks was increased, putting schoolchildren before the need to independently find answers to the questions: how exactly to apply the acquired knowledge, for what purpose it is necessary to know certain linguistic concepts, why it is necessary to be able to perform certain exercises; what is known and what is fundamentally new in the material under consideration, what is the best way to complete tasks in the Russian language.

So, for example, teaching fifth-graders various types of speech activity is supported by appropriate memos for schoolchildren: “How do we prepare for expressive reading texts”, “How to make plans for texts”, “How to prepare for a presentation (retelling) close to the original texts”, etc. Tasks for almost each of the texts are aimed at the relationship of the gradual mastery of all forms of speech activity: reading, oral and written forms. Increased attention to the processes of reading as one of the main forms of speech activity, therefore big number tasks were focused on the ability to read texts expressively. by design supervisor UMK V.V. Babaitseva, the art of beautifully sounding words can help to master all expressive means Russian intonation, which contributes to the formation of the language culture of the personality of schoolchildren. UMK allows you to use various forms of text retelling for the formation of skills to create personal written statements. At the same time, all the processes of designing future speech texts, which will become possible due to exercises in compiling texts for certain tasks, predetermined topics, as well as individual phrases and also words. The teaching materials also have tasks on the practical speech activity of students, for example, compiling several sentences on the following topics: rules of conduct during excursions, in a cinema, in the subway, and others.

With the developing system of education in the practical implementation of the teaching materials, created under the scientific editorship of V.V. Babaitseva, goals and objectives are set mainly at the end of the lesson (goal-setting openness). In this case, the board field can be formatted as follows: left side- already studied information; the right part - observations acquired in the course of classes; the third part of the blackboard may contain information about what students should learn and learn at the end of each lesson. At the same time, in the UMK V.V. Babaitseva provides for "work with comparisons, finding similarities and differences in compared phenomena, with classifications, systematization, generalization of educational materials on the Russian language, establishing cause-and-effect relationships (why? due to what?)" .

The system of tasks and exercises in the considered EMC is designed to master the algorithms of orientation in the educational material, reasoning patterns, methods of analyzing language materials and applying the studied phenomena of the Russian language in one's own speech practice, developing one's own monologue speech, as well as various ways of self-control of knowledge.

The illustrative material is effective tool development of monologue scientific speech. The proposed assignment says:

"Tell me about the word (or phrases, sentences) everything that you guys know and can." So, stories about words can be presented according to a certain plan: 1) indicate parts of speech; 2) mark possible syntactic functions; reveal the lexical meaning of words, while noting possible synonyms and antonyms, to carry out a stylistic assessment of the analyzed words;

perform phonetic analysis of certain words; 5) implement morphemic parsing; 6) indicate the appropriate spelling. In this case, schoolchildren's answers can also be supplemented with the etymology of words, etc.

Oral responses of students can be supplemented by classmates, evaluated by them with the appropriate argumentation of their own assessments (in this case, the most reasoned assessments can be entered in an electronic journal).

Such types of tasks allow: 1) to generalize and systematize all the existing knowledge of schoolchildren; 2) to teach independent reasoning (expressing one's own points of view with appropriate arguments testifying to their truth);

to form active oral monologue speech of scientific style. Much attention in the collection of tasks and exercises is given to the speech aspects of learning the Russian language. "Assignments include observations over the area practical application studied linguistic phenomena, over their role in achieving accuracy and expressiveness of speech; creating special speech situations that determine certain selections of language means.

So, for example, in the collection and workbooks of the educational and methodological complex, a large number of tasks are offered, including phraseological units, as well as proverbs. At the same time, the team of authors recommends that language teachers supplement tasks with certain game actions. Teachers offer proverbs to schoolchildren, for example: “you can’t even catch a fish from a pond without difficulty”, “patience and work will grind everything”. At the same time, students can be invited to continue the lists of proverbs. In this case, proverbs will not be counted if the students who voiced them are not able to explain the true meaning of proverbs, as well as the possibilities of their application in their own practical speech. Several proverbs can be written in notebooks. For recording, it is proposed to choose certain proverbs that both the schoolchildren themselves and the teachers can write down, taking into account their meaning, the possibility of practical application in the speech of schoolchildren, as well as saturation with spelling and the most significant punctograms. At the same time, V.V. Babaitseva strongly recommends that Russian language teachers inform students in advance about this educational game. It is necessary to warn schoolchildren in advance about conducting such a lesson, for the purpose of their independent acquaintance with all collections of proverbs, as well as completing tasks that contain proverbs. The winners in the game are those students who verbally pronounced the most proverbs.

In the collection of problems and exercises of the UMK V.V. Babaitseva actualized "educational possibilities of our subject not only due to the informative side of the texts used as didactic materials(“What do these texts teach? What are the main thoughts of the authors?”), but also with the help of the educational possibilities of Russian speech. In addition, the textbook under consideration contains texts that draw students' special attention to the social significance of the ability to correctly perceive other people's statements and the ability to correctly, accurately, expressively use language techniques and skills in dialogical speech and writing.

Such work, in our opinion, contributes to the development of all forms speech development schoolchildren (including dialogic and coherent monologue speech, as well as written speech).

The formation and improvement of spelling and punctuation skills is provided in the process of repeating the past. On the margins of the collection of assignments and exercises for teaching materials by V.V. Babaitseva highlighted words with unverifiable spellings.

For example: geologist, workers, imagine, imagine, festival, smell, charm, tape recorder, territory, profession, specialty, team, balcony, sofa, sanatorium, class 5 language schof, p. 57, task number 7].

er, chords [textbook of Russian

The material for analysis is allocated with a digital index. The system of types of analysis adopted in the traditional system of teaching the Russian language was supplemented in the teaching materials of V.V. Babaitseva lexical (No. 5), spelling (No. 6) and punctuation analysis (No. 7).

Let us clarify that the goals phonetic parsing is the formation correct pronunciation in accordance with the norms of the Russian language and the ability to hear sounds. It is morphemic analysis that is in the center of attention in the considered UMK. "For practical purposes, all students of general education schools must master the learning activities for the rapid (actually instantaneous) selection of morphemes in words" . Because of this, in the CMD V.V. Babaitseva especially analyzes the concept of a morpheme. The attention of students is focused on semantics - the meaning of suffixes and prefixes.

In the "Morfemics" section of the UMK V.V. Babaitseva emphasizes formative suffixes: 1) inflections (endings); 2) -l- (indicators of the form of the past tense); 3) -t-, -ti- (indicators of the form of the infinitive);

Her- (indicators of forms, both simple and comparative degrees); 5) -te (the endings of imperative moods of plurals).

In the textbook "Russian language. Theory” gives an exact definition of endings: “The ending of a word is its variable part, which serves to connect words and expresses the meanings of gender, number, case, person.” The suffix - ь cannot serve to connect words in phrases such as: “wanted to leave”, “desire to study”. In such phrases, dependent infinitives do not agree and are not controlled, but only “are adjacent to the main words, like adverbs and participles”. This definition is not overloaded with an abundance of scientific terms and therefore is easily remembered by middle school students.

The practical orientation of teaching the Russian language in the TMC V.V. Babaitseva caused an increase in hours for the study of morphemics. Here, it is not so much the assimilation and memorization of theoretical information that is significant, but the formation of a significant ability to distinguish morphemes and, on this basis, form strong spelling skills in schoolchildren. Spelling analyzes are closely connected with the knowledge of morphemes, rightly believes the author of the CMD.

The book "Russian speech" UMK V.V. Babaitseva was created specifically for purposeful work in the lessons of speech development. Theoretical basis for this textbook was the system of speech concepts. Tasks and exercises cover all forms of speech activities:

speech perception (listening and reading),

speech reproduction (oral retelling and written presentations),

generation of speech (speaking and creating texts in written forms).

Listening, reading, retelling are carried out within the framework of V.V. Babaitseva in most Russian lessons. “However, each of these types of speech activity, and especially retelling, in the lessons of speech development has its own specifics: attention is focused not only on the content of statements, but also on their linguistic features.”

For example, students concisely retell the text according to the recommended plan, first in a concise form, and then moving on to a full retelling, while observing both chain and parallel sentence connections in the text.

Language analysis of texts is one of the important elements in preparing students for oral retelling and written presentation. The effectiveness of this work depends on the quality of the source text and its linguistic analysis. The manual "Russian speech" in the TMC V.V. Babaitseva gives the language teacher support in the selection of material and in the organization of work with it.

"Russian speech" involves a creative approach to use, the use of variable methods of forming and improving the speech of schoolchildren, taking into account the specific working conditions of the school, class, level of knowledge of each student.

In order for the text to become a product of students' speech activity that meets the requirements of the Federal State Educational Standard of the OO, the EMC has tasks for creating texts based on the samples presented in the Russian Speech: a story about the personal actions of schoolchildren; description of your life, domestic or wild animals; reasoning on specific educational materials. For example, “What exactly are your thoughts and feelings when looking at this picture, listening to this piece of music?” These tasks allow you to form the ability to conduct a dialogue and clearly argue your point of view. Also in the textbook "Russian speech" there are tasks for determining the types of speech statements and speech styles. For example, "Identify types of speech"; "Define Text Styles"; "Indicate the signs of a scientific and also journalistic style." In the textbook E.I. Nikitina has special memos for schoolchildren, including: "How to write an essay", "How to prepare oral statements", "How to write your own story", "How to write a description of a picture", "How to write an essay - an interview", "How to write a screenplay based on the texts of a story or story”, “How to write a review of an essay”, “How to work on book reviews” and others, allow students not only to master the specifics of texts of various styles, types of speech, but also to constantly train in creating their own statements . Text comprehension tasks are also important here. Mastering the processes of reading as speech activities, students learn to read texts that are different in content and work with them in different ways, depending on the task itself, the speech situation, styles and types of speech.

"Russian speech" is the third component of the UMK, created under the scientific guidance of V.V. Babaitseva, fully ensures the formation communicative competence students. The tasks and exercises in it are based on the basic speech concepts and rules of speech behavior, which fully contributes to the conscious improvement of both oral and written speech of schoolchildren, and to increasing the practical skills of speech communication.

The theoretical basis of the third part of the teaching materials is the system of speech concepts. For example, the text of V.V. Babaitseva is considered as a unit of both language and speech. And from this it follows that, as a unit of language, the text has typical schemes, according to which it is built depending on the specific goals and objectives of speech communication: narration, description and reasoning. The textbook "Russian Speech" contains educational material that introduces students to the formation of general concepts about texts and the main types of speech.

Vera Vasilievna Babaitseva's teaching and learning materials attract attention with an organic combination of basic teaching aids. In this teaching material, there is a strict consistency in the presentation of both theoretical material and practical tasks. "The linear principle of the arrangement of the material contributes to a more integral, systematic assimilation, while allowing you to successfully avoid excessive concentrism and a long study of the same topics, which reduce the effect of novelty and weaken the motivation of schoolchildren's educational activities" .

With this principle of constructing educational material, students of secondary and senior school age learn new topics much better, constantly reinforcing the acquired knowledge, performing practical tasks corresponding to the topics.

The textbook "Russian Language: Theory" (grades 5-9) gives a systematic presentation of the theoretical material of the entire school course of the Russian language. The compact presentation of theoretical information is accompanied by illustrated examples and figures. Thus, the principle of visual clarity in teaching the Russian language is implemented. The methodological apparatus of the textbook provides for the differentiation of all educational materials according to the degree of difficulty.

In the collection of tasks and exercises “Russian language. Practice ”in grades 5-9, tasks provide students with a gradual mastery of all the necessary algorithms for orientation in texts, reasoning patterns, methods for analyzing language material and applying the studied theoretical information in speech communication are shown.

Tasks, practical, design tasks and exercises cover all types of speech activity: speech perception (listening and reading), speech reproduction (oral retelling and written presentations), speech production (pronunciation and creation of written texts).

The beginning of the 5th grade at the TMC V.V. Babaitseva is considered as a transitional stage from the initial stage of education 1 - 4 cells. (elementary- practical foundations Russian language) to the middle stage of school education 5 - 9 cells. (systematic courses on the basics of science about the Russian language and also about native speech). In the 5th grade, schoolchildren begin to study the main course of the Russian language. Taking into account the provisions of the system-structural approach in the 5th grade, when using the teaching materials, V.V. Babaitseva should consistently study such sections as “Phonetics. Graphic arts. Spelling"; "Morfemics and Spelling"; "Vocabulary", the beginning of the systematic study of grammar ("Nouns"). Directly, the very convenient arrangement of educational materials contributes to a more integral, systematic assimilation of knowledge, allowing you to avoid routine when studying similar topics.

In morphology in grade 6, verbs, adjectives, numerals, adverbs, words of the state category and pronouns are studied. In grade 7, participles and gerunds, service parts of speech and interjections are subject to study. “Such continuity in the study of parts of speech is justified from a methodological point of view: verbs - predicates usually act as the grammatical and semantic foundations of the sentences themselves, forming together with the subjects all the necessary grammatical foundations. In fact, all modern authors of Russian language programs stand out as independent parts of speech - verbs, nouns, adjectives, adverbs. At the same time, service parts of speech are also distinguished - pronouns, numerals, words of state, participles and participles. Isolation of participles and gerunds into special parts of speech in the UMK, created under the guidance of V.V. Babaitseva allows to increase attention to their structure and role, as well as to the peculiarities of their functioning in Russian speech. This affects the formation of spelling and punctuation skills of the vast majority of schoolchildren.

This kind of continuity, in our opinion, ensures the constant repetition of the material covered with its gradual enrichment with each new stage of learning.

In a special lexical and grammatical category when studying adverbs in the UMK V.V. Babaitseva also highlighted the words of the state category. This makes it possible to give students of general education schools the necessary ideas about the specifics of this group of words, which differ sharply from adverbs in the syntactic function of the predicate in an impersonal sentence.

“In grades 8-9 at the teaching and learning department V.V. Babaitseva focuses on syntax and punctuation. In syntax, much attention is paid to the connections and relationships between words in a phrase and sentence. In addition to subordinating phrases, there are also coordinating phrases. The selection of coordinating phrases allows you to establish continuity in the study of syntax: the study of phrases in grades 5 and 8, homogeneous members of a sentence in grades 5 and 8, compound sentences and homogeneous subordinate clauses in grade 9.

The ability to ask a question to a dependent word in a subordinate phrase prepares for the study of sentence members and subordinate clauses. The ability to find coordinating phrases in a sentence - to the study of homogeneous members of a sentence and complex sentences, especially compound ones. The study of subordinating and coordinating phrases is focused on the development of students' speech. Let us consider in more detail what features of teaching students in the process of creating texts of different styles and types of speech in V.V. Babaitseva.

Firstly, the program provides for a system of work for language teachers and schoolchildren to develop speech in integration with literature and extracurricular reading lessons (thus, teachers of the Russian language and literature may well provide the necessary correlation parameters in topics, genres works of art and student essays, in work on artistic means language, over certain types of retelling and presentation - close to the text, concise, selective, etc.).

Teaching various types of speech activity is supported by reminders for students: “How to prepare for expressive reading of a text”, “How to plan a text”, “How to prepare for a presentation (retelling) close to the text”, etc. Tasks for almost every text are aimed at interconnected mastering all types of speech activity: reading, listening, creating statements in oral and written form. Increased attention to reading as one of the main types of speech activity, therefore a large number of tasks focused on the ability to expressively read the text. According to the author of the program V.V. Babaitseva, the art of a sounding word helps to master the expressive possibilities of Russian intonation, which contributes to the formation of a linguistic personality. UMK allows you to use different types of retelling of texts to form the ability to create your own written statement. The design of the future own text is achieved through exercises for compiling texts according to given words, compiling phrases and sentences on a specific topic (for example, compiling rules of conduct in a museum, in a theater, in transport, etc.).

In Russian language textbooks, for grades 5-9 of this teaching material, types of tasks are presented, the implementation of which requires an appeal to the texts of fiction, for example: “From the works of A.S. Pushkin, write out 5 sentences with Old Slavonicisms. What stylistic role do they play? “Write out from the tales of A.S. Pushkin 5 sentences with predicates, expressed verbs in the form of the imperative mood, etc. Most of the texts refer to fragments from the works of Russian poets and writers: A.A. Blok, V.A. Zhukovsky, S.A. Yesenina, M.Yu. Lermontov, A.N. Tolstoy, I.S. Turgenev, A.N. Tolstoy, A.A. Feta, etc.

In addition, texts are considered by the authors of the program as units of language and speech. And this means that, as units of the Russian language, texts have typical schemes, according to which they are built depending on the goals and also the tasks of verbal communication: narration, description and reasoning.

In the textbook "Practice" for grade 6, tasks are given like: "Imagine yourself in the place of an artist (composer, scientist, museum visitors, etc.). What thoughts and feelings do you experience while looking, listening? What and how will you tell your "tourists" about this canvas? They allow you to form the ability to express and argue your own position, opinion, express your own feelings, reflect on the issue under discussion in accordance with the chosen type and style of text.

Tasks for determining the type and style of speech are correlated with the purpose of the statement and the artistic means of the analyzed text:

"Determine the type of speech"; "Define text style"; "Indicate the features of the scientific and journalistic style."

All this allows schoolchildren not only to master the specifics of texts of different styles, types of speech, but also to create their own, both oral and written messages.

In the collections of tasks "the role of various parts of speech in the organization of the type of speech is consistently noted." For example, when studying verbs, students evaluate the stylistic meaning of the perfective form in narrative texts, and in descriptive texts - the imperfective form.

When studying adjectives, their importance in descriptive texts is emphasized. At the same time, not only “information is gradually accumulated about the parts of speech that connect the semantic parts of speech of the text into a single semantic whole”, but also there is an accumulation of language tools that can be used when creating texts of different types and styles. Tasks like “determine the type of speech” are supplemented by tasks that require correlation between the type of speech and its linguistic design: “What words helped you determine the type of speech? What part of speech do they belong to? Why are such words called keywords? “What functions do nouns perform in the text?”; “Argument your answer based on the specific forms of the verb”; "How is the type of speech related to the aspect forms of verbs?" and etc. .

An obligatory stage in the work on a coherent written statement is the analysis and correction of one's own text. Teaching students to analyze and correct their own compositions (self-reflection) in the considered teaching materials of Vera Vasilievna Babaitseva is facilitated by a memo for students: “How to work on a draft presentation and essay.” The textbooks "Practice" offer tasks for editing the texts of student essays. For example, a 6th grade student wrote an essay on the topic: “True Friendship”, read it and, having determined the type of presentation, edit it.

The textbooks under consideration contain such tasks that focus on preparing students for spelling and punctuation: writing from memory of a text memorized, visual dictations (and other types of dictations, including self-dictations, mutual dictations), work on errors in dictations, essays, presentations, spelling and punctuation analysis of texts (the ability to group spellings and punctuation), illustrating spelling and punctuation rules with examples from texts, explaining spellings and punctuation, drawing up sentence patterns, etc.

“Editing drafts and checking your own texts for compliance with the topic, problem; analysis of means of communication; assessment of the integrity, unity, completeness, information content, logic of the text of the essay - all this in the system allows students to develop the skills and abilities of self-reflection about the created text.

When working with your own and also other people's compositions (as shown by Practical activities in a secondary school), students acquire the necessary skills for writing essays and self-assessment of their own products of speech activity.

Thus, work on the text, built on a similar principle, allows students to gradually master the skills of compiling coherent and stylistically correct written reasoning and essays.

In the process of improving the speech abilities necessary for correcting one's own text, tasks are offered that are oriented towards peer review and introspection.

Summarizing the above, we note that the work on the development of coherent written speech of students in the teaching materials "Russian language" V.V. Babaitseva relies primarily on the principles of step-by-step teaching students to perceive the text; teaching different types of speech activity (reading, speaking, listening; creating a written statement or text); various types of information and speech processing of the text in the process of preparing for writing an essay; teaching students to create texts in different styles and types of speech; teaching schoolchildren to analyze and correct their own written statement (self-reflection).

EMC is designed for students with a high level of speech development. At the same time, studying in this complex, schoolchildren with an average, low and even high level of speech development, with the constant help of a language teacher, can master all the necessary types of speech activity.

Therefore, UMK V.V. Babaitseva, designed for grades 5-9 of a general education school, allow you to most effectively combine the study of new educational material with the repetition of previously studied patterns of the Russian language, thereby enhancing the speech orientation of the course. In turn, this TMC provides additional time for detailed study official parts of speech.

The collection includes programs in the Russian language for basic and secondary (complete) schools, as well as programs in Russian literature and rhetoric. In addition, the book contains norms for assessing the knowledge, skills and abilities of students in the Russian language.

Syntax and punctuation.
The concept of syntax and punctuation.
Offer. The grammatical basis of the sentence. end-of-sentence intonation.
Types of sentences according to the purpose of the statement. Non-exclamatory and exclamatory sentences.
Punctuation marks at the end of a sentence.
main members of the proposal.

Dash between subject and verb(when they are expressed by a noun in the nominative case).
Secondary members of the sentence (definition, addition, circumstance).
Phrase. Subordinating and composing phrases. phrases in a sentence.
Proposals with homogeneous members. Generalizing word before homogeneous members.
Punctuation marks in a sentence with homogeneous members (connected only by intonation, single conjunctions and, a, but, as well as a repeated union and) and a generalizing word before homogeneous members.

Offers with appeals.
Punctuation marks in a sentence with an appeal.
Sentences with introductory words (indicating the speaker's confidence or uncertainty in relation to what is being said).
Punctuation marks in sentences with introductory words.
Difficult sentence.
Complex sentences.
Complex sentences.
Complex non-union proposals.
A comma between parts of a complex sentence.
Sentences with direct speech (direct speech after the words of the author and before them).
Dialogue.

Punctuation marks in sentences with direct speech(in the above cases). Writing a dialogue.
Skills and abilities:
recognize and correctly intonate the sentences of the studied varieties;
use declarative and interrogative sentences as points of the utterance plan;
find the grammatical basis of a sentence (including cases of expressing the predicate by a noun in the nominative case and an adjective), as well as a grammatical basis one-part sentence(in the clearest cases);
distinguish a simple sentence with homogeneous predicates from a complex sentence;
improve the text, eliminating the unjustified repetition of the same words as the main or secondary members of the sentence (through the use of sentences with homogeneous members and complex sentences);
perform syntactic and punctuation parsing for practical purposes;
apply the learned punctuation rules when writing.

• 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
• Russian language, 120 texts for school presentations, grades 5-11, Voilova K.A., Ledeneva V.V., Tikhonova V.V., Shapovalova T.E., 2000