"The difference between the communion from the exclusive adjectives.

Subject: Russian

Class: 7.

Tatiana Tatiana Viktorovna

MOU SOSH No. 43 of Volgograd

Smart Board Interactive Board

The topic "Communion as part of speech".

The topic of the lesson "The difference between the communities from the exclusive adjectives.

Spelling of one and two letters N in communion and exclusive

adjectives. "

№ lesson in the subject: 18

The lesson for the application of knowledge, skills and skills, focused on the general education class.

Objectives lesson: repetition and verification of students' knowledge on this topic;

identification of the depth of understanding the theme and the degree of strength of everything studied in previous lessons; The development of spelling skills and skills to compare, summarize, specify.

Speech development: drawing up a connected story on a linguistic subject; Work on orthoepic standards.

Repetition: vowels in front of one and two letters H in stratifying gestures; Signs of punctuation in a particular circulation.

Tasks lesson: establish the level of mastering theoretical knowledge on this topic, helping the development of spelling dorms; Shape work skills with Smart Board.

LESSON STRUCTURE:

I. Orgmant.

ІІ. Check your homework.

ІІІ. Message themes and lesson purposes.

ІV. Activation of the material passed.

V. Generalization of theoretical material.

Vі. Training exercises for the ability to distinguish between communion and exclusive adjectives.

Vі. Control of knowledge gained.

VIII. Homework.

ІX. Reflection.

During the classes.

I. Organizational moment.

The teacher welcomes students, notes missing. Readiness is checked.

II. Check your homework.

From these verbs, form and record the actual and suffering communion of the past time. Highlight suffixes in the seasons and mark the conditions for selecting the unsurfaced orfogram.

Prop ... tat, bop ... Tit, OPL ... Tit, vyh ... Sat, and ... ti, pour, Perez ... Diet,

understand, to ... to sharpen, og ... give birth, SC ... Sit, Severe, Invoice (?), And ... Turn,

understand, raise, start.

The board has three student.

The first discharges words with skipping, graphically explaining inserted spells.

The second - writes the actual communion of the past time formed from these verbs.

The third - writes the suffering communion of the past time formed from the same verbs.

Class at this time works orally, answering questions:

What orders met in this exercise?

With what soffixes are valid and suffering are formed? (- (- (- Yush), - (- - (Lasch), -The -, - Sch-, - (-M-), -In-, -n-, -Ned- (Yonn), - T)

What verb you did not form a suffering party? Why?

(From the verb to go not. View).

Then the task is checked, which was performed on the board.

Attention to the pronunciation of the following communities . Fig.1 (Appendix 2)

Fig.1

III. Message themes and lesson purposes.

The theme of today's lesson "The difference between the communities from the exclusive adjectives. Spelling of one and two letters N in communion and exclusive adjectives. " Fig.2 (Appendix 2)

Message of the lesson.

Fig.2

IV. Activation of the material passed.

1.Sintaxy five-minute. Fig.3 (Appendix 2)

Repetition of punctuation marks in the involvement; The ability to use communion in oral speech is schemes.

Task: Alterate the proposal by inserting in each part of it involved

turnover; Then write down the offer, make it a scheme, graphically explain the punctuation marks.

The forest caught fire, and suffocating suffocating smoke.

One student using an electronic pen, writes a proposal compiled by it on an interactive board.

With the help of the pen allocates the grammatical foundation of the supply, it makes it a scheme. All other students fulfill the place in the field.

Then follows check.

Fig. 3.

2. Specographic work. Fig.4 (Appendix 2)

Repetition of the orthograms "vowels in front of the same two H in the suffering communities." Work with orthoepic standards.

Task: Insert the missed letters indicating the method of checking the spell.

Look inside ... a new album, luggage at work, filled ... home, weighing ... nanged, reversal ... mud, mustache ... nnu field, extraction ... nna Refroxed ... nna material, inventory ... a new device, send ... a lecture course, I hear ... Non-a fairy tale.

In the objects-letters of red, the multiple cloning utility is used. A student working at the board chooses the desired letter and inserts it into words; makes a conclusion.

Orphoepic work with the word folded. It turns out the lexical meaning of the word, the phrase is drawn up with it.

Other disciples on the ground perform words of the composition:

1 option - stirred,

2 Option - thoughtful.

Then the words are written on an interactive blackboard by other students. Using different colors of the electronic pen, the students emit morphemes in words.

Fig.4

V. Repetition of theoretical knowledge necessary for the formation of skills and skills on this topic.

Frontal conversation.

Name the signs of adjective from the communion.

What is the difference between valid communion from the suffering?

What communities are not formed from the verbs of the perfect species?

(Valid communities of the present time; Praeling communities of the present.)

From which verbs can not be formed by the suffering communion?

Tell us about spelling N and NN in adjectives formed from the nouns.

How to distinguish the sacrament from the exclusive adjective? Fig.5

In what cases is one and two letters n in communion and exclusive adjectives? Remember the words - exceptions. Fig.6.

Pupils must answer each of the questions in the form of a story on a linguistic subject. Words - exceptions are recorded in the notebook, take into the framework.

As students are answered, the teacher lowers the shutter "Slide the curtain-see the answer", which closes the tables on this topic. Fig.5.6 (Appendix 2)

Tables are prepared in advance by the teacher.

Fig.5

Fig.6.

Vi. The following exercise group is aimed at identifying students to the degree of assimilation of this topic, the level of formation of spelling skills of one and two letters in communations and exclusive adjectives; The ability to distinguish these parts of speech.

1. Fig. 7 (Appendix 2) Task: Distribute phrases in two columns (H or NN); Based on this, determine the part of the speech (sacrament or exclusive adjective).

The wound ... Ji fighter - exaggered ... Soldier, sow ... OE grain - Say ... Aya Flour,

strege ... Boy - Strice ... Oh under zero hair - Callorant ... Aya Head,

distillirova ... Aya Water, Linova ... Aya Notebook, Learn ... Coffee - Corrosive ... OE Letter.

Students on the ground perform an exercise, distributing phrases in two columns, inserting missed letters. The degree of assimilation of the topic is checked, the ability to write one and two H in adjectives and communities, distinguish between these parts of speech.

Fig.7.

Students perform this task in notebooks. Then follows the mutual test. Children exchange work and check records in notebooks with the right writing that appears on the cloned slide of the interactive board. Fig.8 (Appendix 2). The following conclusions are made.

Fig.8.

2. Insert the missed letters, explain your choice. Fig. 9 (Appendix 2)

Find the phrases: good. + South., Ad. + SUT., In which the main word noun.

Scare ... Aya Horse, Gashe ... Aya Lime, Non-knock ... busty, Tuting ... Cherk, Kopchu ... Aya Sabas, Top ... na Tablecloth, Asphaltirova ... Aya Road, Kova ... Blue sword, scammer ... Aya reputation.

A student running the interactive boards must be inserted to the missed letters, explain its choice; Determine the parts of speech.

In the objects of red (parts of speech) and in objects - the letters of the green color used the multiple cloning utility. The student chooses the desired part of speech and the letter (N and NN) and contributes to the text. It is concluded about the structure of phrases, their form (subordinate phrases) is determined. The teacher monitors the work of the class.

Orphoepic work is carried out with the word asphalt. It turns out the lexical importance, the phrase is drawn up with it.

Fig.9.

3 . Exercises for the development of speech:

3.1. "Restore the proverb." Fig.10 (Appendix 2)

Task: Finish the offer and write what they say:

Not okay crouted ... (, but okaychit).

The shooting sparrow ... (I will not spend on the punch).

Punching crow ... (bush is afraid).

A fault confessed is half redressed).

The reception of hidden text is used, the correct answers are hidden behind the curtain.

Then follows self-test. "Slide the curtain - you will see the answer." The meaning of proverbs is voiced. Pupils tell, in what situations you can use these proverbs; Explain the underlined orphograms and paragraphs.

Fig. 10

3.2. Determine the metaphor value. Fig.11 (Appendix 2)

Make a proposal with this phrase (submissal reputation).

Used by receiving hidden text. Pupils work on the ground.

Fig.11

The task is verifiable. It turns out the meaning of the metaphor. Pusked reputation (spoiled reputation). Fig.12 (Appendix 2). One of the students lowers the curtain in order to find out the correct answer. Pupils read off suggestions.

Fig.12.

4. Gymnastics for the eyes.

Purpose: Removing visual fatigue.

1. Vertical eye movements up - down.

2. Horizontal to the right - left.

3. Rotation through the eyes clockwise and against.

4. Eyes to draw a curve depicted on the board, several times, first in one, and then in another direction.

VII. Independent application of knowledge and skills. Fig.13 (Appendix 2)

1. Independent work on options followed by checking.Records are made on the board with the help of markers. Development of the ability to form adjectives from these verbs and communities.

Why from the verb to buy only communion formed?

(This is the verb of the perfect species).

Fig.13.

2. Test on the topic "Difference of the communities from the exclusive adjectives.

One and two letters n in the communions and ungalled adjectives. "

This test makes it possible to analyze the formation of students' knowledge on this topic and to work out the spelling skills in communals and adjectives, the ability to distinguish these parts of speech. Students must choose the right answers from the proposed options. Then work

rent for verification. Fig.14 (Appendix 2)

Fig.14.

3. After delivery, the test is conducted in order to emphasize the attention of students in ORFograms associated with this topic. Check "on a chain" with an explanation of its choice.

Screen darkening is used.

Pupils comment on, and the teacher works with an interactive board, consistently opening a curtain. Fig.15 (Appendix 2)

Fig.15

VIII. Creative homework. Fig.16 (Appendix 2)

Check - in the next lesson.

Fig.16.

Exercise 124.

Task: When you write off, insert the missed commas and replace the uncertain form of the verb full or brief suffering gestures. Explain the use of H and NN in suffixes.

Write a continuation in a journalistic style using communion and ungalled adjectives, explaining how to behave in public places.

There are quite a few guys who are hiding ... melting it possible to run out of the house in (ignite) a forage ... or a hat ... with (Ra ... put) bolts ... bolt ears. They are forever (cut it off), buttons (not) enough, no shoes (clean) from the very day, as they bought them. Meet (...) Sia and those that the sch ... melting, that it is impossible to litter only in the rooms and in buses and trolley buses, on the streets (not) thinking to throw (squeeze) a wrapper from the ice cream crust from (cleaning) Oranges of the Omes (eat) apples.

Iχ. Reflection.

Purpose: to promote the formation and development of the ability to analyze their own activities

The teacher proposes to assess the degree of achieving the goal at the beginning of the lesson by each student, analyzing the psychological state of three levels.

Fig.17 (Appendix 2)