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What is the common part of related words called?
ROOT
THE BASIS
SUFFIX
The part of the word that comes before the root and serves to form new words is called...
CONSOLE
SUFFIX
ENDING
The variable part of a word, which serves to connect words in a sentence, is called...
ENDING
ROOT
THE BASIS
The part of the word that comes after the root and serves to form new words is called...
SUFFIX
CONSOLE
ENDING
Indicate the words that correspond to the scheme: prefix, root, suffix, ending:
FROZEN
GIRLFRIEND
PREPARATION
STORIES
PENCIL
RAINY
to correct
the answer is ready!
Indicate words that have a suffix:
RIDGE
SHIP
AREA
AREA
HIKING
ORDERS
to correct
the answer is ready!
Indicate words that do not have a prefix
TEAR
STATION
BLIND
DANCED
DID
SDOBRIL
to correct
the answer is ready!
Indicate words with a prefix under -
JUMPED
FORGETED
WINDOWSILL
SUBMIT
GIRLFRIEND
PLANTAIN
to correct
the answer is ready!
On the topic: methodological developments, presentations and notes
The purpose of the lesson: to show students the possibility of forming new words immediately using a prefix and suffix; learn to form and analyze the composition of such words; develop attention, thinking, speech...
Russian language "Word. Composition of the word. Ending", 3rd grade
Formation of the idea of the ending as part of the word, the basis; - formation of communicative...
Russian language lesson 2nd grade. Topic: "Composition of a word. The basis of a word"
Work on the topic “Composition of a word” begins in the first grade - children receive basic knowledge about the root of a word, and the concept of “related words” is introduced. This topic continues in second grade. Revealing...
Russian language lesson project
on this topic:
Spelling
connecting vowel
in difficult words.
(3rd grade)
Developed by E. A. Bezborodova
primary school teacher
MBOU secondary school No. 121
Nizhny Novgorod
The purpose of the lesson: to teach children to use a letter to denote an unstressed connecting vowel in a complex word.
Tasks.
Repeat the definition of a difficult word.
Create a situation of success when repeating methods for checking paired consonants and unstressed vowels at the root of a word.
Create a problematic situation that helps children feel the need for new knowledge.
Form general subject skills. Set a learning task.
Form step-by-step and final self-control using technological maps.
Lesson summary.
Lesson stage Contents Children's answers
1. Org. moment the cheerful bell is ringing,
He calls the kids to class.
We won't be lazy
And luck awaits us. 2. Update
knowledge We begin our work by checking homework. What are the names of the words you wrote down? Prove it.
Tell us what you know about difficult words.
Write down the letters i o a e beautifully.
What sounds do these letters represent?
What process occurs with vowel sounds at the root of a word? What determines the position of the vowel sound?
Name pairs of vowel letters that represent alternating vowel sounds. Write down their connections.
Take the technological map (TC)
What words can be used to describe what is shown in the pictures?
Write these words in the TC, omitting dangerous places.
Creating a situation of success.
Children read the assignment in TC.
Underline the dangerous places of consonant sounds. Which spelling did you highlight?
A scheme for checking the paired consonant sound in the root of a word is recorded on the board and in the TC.
Underline the dangerous places in vowel sounds. Which spelling did you highlight?
How can I check the spelling of these letters?
A scheme for checking an unstressed vowel sound is recorded on the board and in the TC.
So what do we know?
Mirolyubov, Dobronravov, etc. are complex words.
The word Mirolyubov has 2 roots - peace and love. The same root words are peace and love.
A word that has 2 roots is called complex. To identify roots in a complex word, you need to select 2 words with the same root.
Vowels.
Positional alternation of vowel sounds.
From the stress.
I e o a
Rhinoceros, leaf fall.
N_s_ro_
L_st_pa_
A paired consonant sound at the root of a word.
You need to choose a word with the same root so that after the consonant there is a vowel sound or a sonorant sound. Test words fall, horns. At the root I write the letters d, g.
An unstressed vowel at the root of a word.
You need to choose a word with the same root so that the unstressed vowel becomes stressed. Test words sheet, nose. I write unstressed vowels and, oh.
We know how to check the spelling of a paired consonant at the root of a word and an unstressed vowel at the root of a word.
3. Creation of a problematic situation. Setting a learning task. Have we checked all the dangerous places in vowel sounds? Why?
What is the name of the word in which we encountered a dangerous place?
Where is the sound that we couldn't verify?
What sound is this, vowel or consonant?
Why can't we write down the letter right away?
What will we find out?
The learning task is recorded on the board and in the TC in the form of a diagram.
The letter between the roots of a compound word is called a connecting vowel. The topic of our lesson is spelling connecting vowels in complex words. No. The sound is not in the root. We don't know the rule.
Complex.
Between the roots of a compound word.
Vowel.
The sound is unstressed.
How to use a letter to denote an unstressed vowel sound between the roots of a compound word.
.
4. Studying new material. Children read the tasks in the TC and complete them.
Read the words.
Highlight the roots in the words. Underline the vowel between the roots.
snow-white mole rat
sailor gardener
rockfall waterfall
What did you notice?
Write down the letter you underlined in the boxes.
Work in pairs.
Observe the writing of connecting vowels, think about when e is written and when o is written?
New knowledge is recorded in the form of a diagram on the board and in the technical code.
Form new words.
Walking + walking =
Lying down + side =
What connecting vowel did you write?
Complete the rule.
The diagram on the board and in the TC is supplemented.
Read the rule in the textbook on page 89. Compare the rule with your discovery. Children are given reminders with a new scheme and rule for individual use.
In the 1st column between the roots the letter e is written, in the 2nd column - o.
After a root that ends in a hard consonant, the letter o is written, after a soft consonant, the letter e is written.
A pedestrian
Couch potato
The letter e.
After the letters zh and sh, the connecting vowel e is written.
5. Primary consolidation. Exercise 126. Write down complex words, inserting connecting vowels and denoting spellings. I am writing diver. The same root words are water, climb. Roots of water, hole. I write the connecting vowel o, because there is a hard consonant sound in front of it.
6. Lesson summary. What new spelling did you meet?
What connecting vowels are written in compound words?
When is it written about?
When is e written? Connecting vowel in compound words.
Oh, yeah.
After hard consonants.
After soft consonants, zh, sh.
7. Homework. Exercise 1 on page 97. Performed in the same way as exercise 126, which was discussed in class.
Russian language
Lesson topic: “Composition of words.”
Explanatory note.
This lesson is the first in studying the topic “Word composition”. It requires maximum concentration from students. The presentation helps solve this problem. The main stages of the lesson are clearly reflected on the presentation slides; animation helps children see how new words are formed using prefixes and suffixes, as well as exercise self-control when working with text and when formulating rules.
The presentation can be used by students at home to repeat the material studied in class, or for independent study by those children who were absent from this lesson.
It is advisable to start the next lesson by repeating the composition of a word according to the reference diagram of slide 23. The reference presentation diagrams can be used in all subsequent lessons when studying the topic “Word Composition”.
The lesson can be taught in classes on any teaching materials in the Russian language in elementary school.
DURING THE CLASSES
I. Topic. The purpose of the lesson
– Today in the lesson we will go on a journey through the Land of Knowledge to the kingdom of the Russian language, where words of the same root live, and we will get acquainted with the parts of a word. We will travel on the “Composition of the Word” train (Slide 2) to stations, and if we do everything correctly, then trailers will be added to our train. But first, let's remember the rules of conduct in transport. (You can’t shout or jump up, you must remember that you are not alone).
- So, let's go! Our train is leaving. Its carriages clattered merrily on the rails.
II. Handwriting exercises (Slide 3).
Children perform a handwriting exercise to the music of the song “Blue Car”.
III. Repetition about words with the same root and the root of the word (Slide 4).
- First stop. We are greeted by the Malvina doll. She wants to test your knowledge of the Russian language and offers her assignments.
– Read the tasks written on the board (gardener, planted, magic garden)
– Who guessed which garden we are talking about? (From cognates)
- Right. We talked about it a few lessons ago:
Once, many years ago, a strange garden was planted.
It was not an orchard - it was only a word.
This word is a root word, it soon began to grow
And it brought us fruit - there were many new words.
(E. Izmailov. How words grow.)
-What is the root word here? Write down words with the same root.
– What words did you write down? Why? Highlight the root in these words.
(Slide 5).
- Just like the bushes,
Words have a root word.
Be careful with the words
Find the root in them yourself.
– Write down in one word:
1) berries, fruits boiled in sugar;
2) master cook;
3) a large spoon for pouring liquid food;
4) small boiled pie
– What words did you write down? (Jam, cook, ladle, dumpling)
– How can they be called in one word? (Single roots)
- Highlight the root in these words.
-What is the root of a word?
(The definition of the root word appears on the board).
– Malvina thanks you for your good knowledge about cognate words.
The “Root” carriage is being added to our train.
(Slide 8). (The music of the song “Blue Car” sounds).
VI. Introducing the ending (Slide 9).
– At the next stop, Cheburashka meets us. He is sad because he knows that some children in the class have a cold now, and he has prepared a text for them about garlic.
But what is this? The naughty cat, running past, erased some letters at the end of the words. Look what happened. (Children read the text written on the board)
Garlic contains... a lot of useful substances. Garlic juice... helps heal wounds. Garlic used to be used to treat coughs. Garlic has a good reputation...
– Is everything clear in this text? What needs to be done to make everything clear? (Change the end of the word - ending)
– Copy the text, inserting the endings of words in green.
- Read what you got. Select the inserted endings with a square.
(Word endings appear when clicked)
– Did the meaning of the word “garlic” change when the ending changed? (No)
– What are endings used for?
(Slide 10) (The definition of ending appears on the board)
– You completed all the tasks correctly. Another trailer has been added to our train. (Slide 11).
- Our journey continues. What word did you get?(Walk)
V. Physical education minute
- We arrived in the forest. Let `s have some rest.
(Slide 13).
VI. Introduction to prefixes and suffixes (Slide 14).
– While we were resting, the Naughty Cat appeared, and look what he did: he added two trailers to our train. What is the name of the trailer in front of the root? (Console)
– What is the name of the trailer after the root? (Suffix)
– I wonder why these trailers are the same color (green) and why they are needed?
– Remember what the word was on the trailers at first? (Walk)
- The cat added the prefix y - and the suffixes -il-, it turned out the word left. Has the meaning of the word changed? (Yes)
Why do we need prefixes and suffixes?
VII. Independent work in groups (Slide 15).
(See “Group Work Activities”)
VIII. Checking independent work.
(Slide 16).
- So what is the purpose of the prefix in words? (Slide 16,17)
- Let's see what role the suffix plays. (Slide 18, 19)
What is the suffix used for?
– That’s why the trailers are the same color: with the help of prefixes and suffixes, words with new meanings are formed.
– Let’s check whether words can have no ending, no prefix, no suffix, no prefix and suffix, no prefix and ending, etc. (By clicking, the teacher removes the trailers with the named parts of the word, and the children are convinced that the word can consist only of a root; of a root and an ending, of a root and a prefix, etc.)
– You completed all the tasks correctly, answered all the questions, and to the music of the song “Blue Car” we return to class. (Slide 22)
IX. Consolidation
– Name the topic of the lesson. (Composition of the word.) Write it down in your notebook.
- Name the parts of the word. (Children name the parts of the word, write their names in a notebook, the teacher shows how they are designated). (Slide 23)
– What is called a prefix? (Children formulate a rule based on support diagrams).
– What is called a root? Suffix? The ending?
Rhymes appear on the board: “The part of the word that changes is called the ending.”
– Let’s designate the parts of the word in the words: left, came, leaving (here the teacher introduces the children to the zero ending).
X. Lesson summary
(Slide 25).
XI. Homework assignment.
Larionova Galina Aleksandrovna,
primary school teacher, Municipal Educational Institution Secondary School No. 27,
Tver
Russian language
3rd grade
Lesson topic:"The composition of the word."
Explanatory note.
This lesson is the first in studying the topic “Word composition”. It requires maximum concentration from students. The presentation helps solve this problem. The main stages of the lesson are clearly reflected on the presentation slides; animation helps children see how new words are formed using prefixes and suffixes, as well as exercise self-control when working with text and when formulating rules.
The presentation can be used by students at home to repeat the material studied in class, or for independent study by those children who were absent from this lesson.
It is advisable to start the next lesson by repeating the composition of a word according to the reference diagram of slide 23. The reference presentation diagrams can be used in all subsequent lessons when studying the topic “Word Composition”.
The lesson can be taught in classes on any teaching materials in the Russian language in elementary school.
DURING THE CLASSES
I. Topic. The purpose of the lesson
– Today in the lesson we will go on a journey through the Land of Knowledge to the kingdom of the Russian language, where words of the same root live, and we will get acquainted with the parts of a word. We will travel on the train “Composition of the Word” ( Slide 2) By stations, and if we do everything correctly, then trailers will be added to our train. But first, let's remember the rules of conduct in transport. (You can’t shout or jump up, you must remember that you are not alone).
– So, let's go! Our train is leaving. Its carriages clattered merrily on the rails.
II. Handwriting exercises (Slide 3).
Children perform a handwriting exercise to the music of the song “Blue Carriage”.
III. Repetition about cognates and word roots(Slide 4).
– First stop. We are greeted by the Malvina doll. She wants to test your knowledge of the Russian language and offers her assignments.
– Read the tasks written on the board (gardener, planted, magic garden)
– Who guessed which garden we are talking about? (From cognates)
- Right. We talked about it a few lessons ago:
Once, many years ago, a strange garden was planted.
It was not an orchard - it was only a word.
This word is a root word, it soon began to grow
And it brought us fruit - there were many new words.
(E. Izmailov. How words grow.)
– What is the root word here? Write down words with the same root.
– What words did you write down? Why? Highlight the root in these words.
(Slide 5).
- Just like the bushes,
Words have a root word.
Be careful with the words
Find the root in them yourself.
– Write it down in one word:
1) berries, fruits boiled in sugar;
2) master cook;
3) a large spoon for pouring liquid food;
4) small boiled pie
– What words did you write down? (Jam, cook, ladle, dumpling)
– How can they be called in one word? (Single roots)
- Highlight the root in these words.
– What is the root of a word?
(Slide 6)
(The definition of the root word appears on the board).
– Malvina thanks you for your good knowledge about cognate words.
(Slide 7).
- The “Root” carriage is being added to our train.
(Slide 8). (The music of the song “Blue Car” sounds).
– Let's continue our journey .
VI. Getting to know the ending (Slide 9).
– At the next stop Cheburashka meets us. He is sad because he knows that some children in the class have a cold now, and he has prepared a text for them about garlic.
But what is it? The naughty cat, running past, erased some letters at the end of the words. Look what happened . (Children read the text written on the board)
GARLIC
Garlic contains... a lot of useful substances. Garlic juice... helps heal wounds. Garlic used to be used to treat coughs. Garlic has a good reputation...
– Is everything clear in this text? What needs to be done to make everything clear? (Change the end of the word - ending)
– Copy the text, inserting the endings of words in green.
- Read what you got. Select the inserted endings with a square.
(Word endings appear when clicked)
– Did the meaning of the word "garlic" change when the ending changed? (No)
– What are endings used for?
(Slide 10)
(The definition of ending appears on the board)
– You completed all the tasks correctly. Another trailer has been added to our train. (Slide 11).
- – Our journey continues. What word did you get? (Walk)
(Slide 12). (A sound recording of the voices of wildlife sounds).
V. Physical education minute
– We arrived in the forest. Let `s have some rest.
(Slide 13).
VI. Introduction to prefixes and suffixes (Slide 14).
– While we were resting, the Naughty Cat appeared, and look what he did: he added two trailers to our train. What is the name of the trailer in front of the root? (Console)
– What is the name of the trailer after the root? (Suffix)
– I wonder why these trailers are the same color (green) and why they are needed?
– Remember what the word was on the trailers at first? (Walk)
– The cat added a prefix y -
and suffixes –il- ,
got the word were leaving.
Has the meaning of the word changed? (Yes)
- Why do we need prefixes and suffixes?
VII . Independent work in groups(Slide 15).
(See “Group Work Activities”)
VIII. Checking independent work.
(Slide 16).
- So what is the purpose of the prefix in words? (Slide 16,17
)
– Let’s see what role the suffix plays . (Slide 18, 19)
(Slide 20)
What is the suffix used for?
– That's why the trailers are the same color: with the help of prefixes and suffixes, words with new meanings are formed.
(Slide 21)
– Let's check whether words can have no ending, no prefix, no suffix, no prefix and suffix, no prefix and ending, etc. (By clicking, the teacher removes the trailers with the named parts of the word, and the children are convinced that the word can only consist of a root; a root and an ending, a root and a prefix, etc.)
– You completed all the tasks correctly, answered all the questions, and to the music of the song “Blue Car” we return to class. ( Slide 22)
IX. Consolidation
– Name the topic of the lesson. ( Composition of the word.) Write it down in your notebook.
- Name the parts of the word. (Children name the parts of the word, write their names in a notebook, the teacher shows how they are designated).(WITH
lead 23)
– What is called a prefix? (Children formulate a rule based on support diagrams).
– What is a root? Suffix? The ending?
(Slide 24)
Rhymes appear on the board: “The part of the word that changes is called the ending.”
– Let's denote the parts of words in words: left, came, leaving (here the teacher introduces the children to the zero ending).
X. Lesson summary
(Slide 25).
XI. Homework assignment.
