Theme:

« Soft sign (b) at the end of nouns after sibilants »

Khokhlova Irina Borisovna,

primary school teacher

Municipal educational institution

"Gymnasium No. 166 of Novoaltaysk, Altai Territory"

Novoaltaisk 2010

Educational complex "Harmony" grade 3

Theme: « Soft sign(B) at the end of nouns after sibilants "

Target: to introduce students to the soft mark spelling at the end of nouns after sibilants.

Tasks:

Revealing the grammatical function of the soft sign as an indicator of the feminine gender by research work students;

To form the ability to distinguish between masculine and feminine words;

To foster in students a tolerant attitude towards each other, respect for the opinions of others, the ability to listen and express their point of view;

To foster independence, creative activity.

Lesson type: lesson in new knowledge.

Methods: verbal, visual, partially search, practical.

Literature:

Bakulin G.A. intellectual development of junior schoolchildren in Russian language lessons. Grade 2. - Humanist. ed. center VLADOS, 1999 .-- 224 p.

Soloveichik M.S. Russian language. Textbook for grade 3 of primary school. Smolensk: "AssociationXXI century ", 2007

Program and methodological materials. Russian language. M.S. Soloveichik, Smolensk, "AssociationXXI century ", 2007

Annotation:

During the lesson, students become familiar with the rule of spelling the soft mark at the end of nouns after sibilants. As a result of research and highlighting the common and distinctive features of nouns, students should come to a conclusion about the peculiarities of the use of the soft sign in nouns after the hissing letters. Children should understand that along with the basic functions, b can also indicate its form - it is a feminine noun.

Lesson structure

1. The psychological attitude of students. Organizing time.

Create a supportive work environment. Inclusion of students in activities.

Let's smile at each other. May today's lesson bring us all the joy of fellowship.

Today in the lesson, guys, many interesting tasks, new discoveries await you, and your helpers will be: attention, resourcefulness, ingenuity.

Show with your fit that you are ready to work.(Children remember the rules of the "working" person)

2. Actualization of students' knowledge.

Dictionary and spelling work.

Repetition of the studied material necessary to work on the topic of the lesson.

Identification of difficulties in the individual activities of each student.

The words are written on the board:c ... p ... b ... and, t ... trad ..., p ... l ... then, to ... n ... ki, in ... rnut ..., to ... rabl ..., to ... rtof ... l ....

Read the given words. What can you say about these words?(It vocabulary words with an unchecked unstressed vowel. A soft sign is written in these words. Words of different parts of speech: nouns and a verb.)

Name the verb.(Return )

What are the nouns?(Sparrows, notebook, coat, skates, ship, potatoes )

What can you say about a noun as a part of speech?(A noun is the part of speech that answers the questions Who? Or What ?, denotes an object.)

What else do you know about the noun?(Nouns change in numbers and have gender)

What differences have you noticed in finding the soft sign and its role?(In words notebook, return, ship, potato- a soft sign shows the softness of a consonant at the end of a word; in words -coat, skates –The softness of a consonant sound in the middle of a word; in the wordsparrows - a dividing soft sign is recorded.)

Write the words in three columns. Add two words to each column yourself.

- Let's check the correctness of the work.

3. Creation of a problematic situation. Statement of the educational problem.

Creating the conditions for identifying "What we don't know yet?"

Read the words on the chalkboard:Knife, reeds, wilderness, doctor, night, thing, cloak

- What can you say about these words?(All words are nouns)

What is common in the sound of these words?(At the end of the word, a consonant hissing sound is heard)

Why in writing wordsrye is b, and in the notation of wordsknife B no? (similarly: wilderness - reeds, night - doctor, thing - cloak)(?)

So what's the problem?(Why is the last sound in the words hissing, but in the words:rye, wilderness, night, thing at the end they wrote a soft sign, and in the wordsknife, reed, doctor, cloak isn't he?)

Formulate the topic of the lesson.(Soft sign at the end of nouns after sibilants)

Formulate the learning problem.(I am learning to write nouns with and without a soft sign at the end after sibilants)

Where can you find the information you need?(In the tutorial)

Of course, the tutorial will help you answer this question, but it seems to me that we can answer this question on our own.

Let's perform a written morphological analysis of these words. (Completion by children in notebooks, two students at the blackboard make out one word at a time:rye and knife )

Making a comparison, finding similarities(noun, beginning f., unit h)

What is the difference? (Different genus of nouns)

What are your assumptions?(The spelling of b may vary by gender.)

Write down feminine nouns in the first column, and masculine nouns in the second column. (Children write:f.r... m.r.

rye knife

wilderness reeds

night doctor

thing cloak

What do you notice about nouns notation?(For feminine nouns, b is written after the sibilants at the end, while masculine nouns do not have b.)

5. Physical minutes.

Creation of conditions for psycho-emotional unloading of students.

6. Primary anchoring. Working out the method of action. Construction of an algorithm for solving a spelling problem.

Formation of skills to follow the sequence of actions when performing an educational task.

Read the rule in the tutorial Are our assumptions correct? (Children, after reading, come to the conclusion that they assumed correctly).

What other work does the b sign in Russian do?(The soft sign in nouns after the sibilants at the end indicates that these are feminine nouns).

Let's compose a memo on the spelling of b in nouns with a sibilant at the end. (Discussion with children)

1. I read or pronounce a word.

2. Determine the part of speech.

3. Listen carefully to the sounds at the end of a word.

4. If I hear a hissing sound, I determine the gender of the noun.

5. If the noun is masculine, then I do not write b.

If the noun is feminine, then I write b.

6. If I hear a soft ringing or dull sound, then I remember work b.

Vocabulary and logical exercises:

Replace with one word, write down the words in accordance with the spelling rule b, determine the gender, underline b.

Black bird, herald of the coming spring (Rook)

Football competition (Match)

Item that Emelya rode (Stove)

You can't open the lock without it (Key)

It is worn in the rain (Cloak)

Small child(Baby)

The hunter's prey.( Game )

Middle of the night. ( Midnight )

All items for harnessing horses.( Harness )

Quiet calm weather.( Silence )

Small money. ( Trifle )

Make and write sentences from these words (written on the chalkboard):

on, baby (?), banks, ran, rivers.

cold, ravine, key (?), in, makes noise.

on, having fun, playground, youth (?).

raincoat (?), from, protected, rain, me.

father, luggage (?), things, in, handed over.

7. Lesson summary. Reflection .

Formation of skills to correlate the goal and the result.

Awareness by students of their learning activities and the whole class.

You and I have done a good job.

– Did you enjoy the lesson?

– What new have you learned in the lesson today?

What tasks did you enjoy doing?

– Are there any tasks that you experienced difficulties in completing?

Continue my suggestions:

I realized that ...

It was interesting…

It was difficult…

I wanted…

I managed…

In the next lesson, we ...

Well done! Thank you for the lesson.

\ \ For primary school teachers

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Development of a lesson in the Russian language in grade 3 on the topic: "A soft sign at the end of nouns after sibilants."

The lesson was developed by: Basova Galina Vasilievna, teacher primary grades MOU Oktyabrskaya secondary school of Manturovsky district, Kostroma region

Lesson number 16

Theme: A soft mark at the end of nouns after sibilants.

Lesson objectives:

• To deepen the knowledge of students about the functions of the soft sign as an indicator of the feminine gender of nouns;
• Create organizational and meaningful conditions for the development of critical thinking in children.

Equipment: cards with text.

Look at the lesson epigraph.

Asks for real knowledge Soft mark after sibilants.

What will be discussed in the lesson? (soft mark spelling after sibilants)

I'll write the lesson topic on the chalkboard.

Spelling the soft mark after the hissing ...

I am not finishing, you will do it yourself.

A minute of calligraphy.

The words are written on the board: notebook, coat, skates, potatoes, sparrows.

Read these words. Find the similarities between the two. (These are dictionary words. All words have a soft sign. All words are nouns.)

What is the difference between these words? (Here nouns in singular and plural. The soft mark occurs in the middle of a word and at the end.)

You will create your own spelling chain. Use the first letters of nouns for this. plural and a soft sign that must be placed after each consonant. What is the chain?

Кьвь вькь квь

I. Challenge.

1.Individual tasks.

Consider what you know about soft mark spelling.

2. Paired actions.

Exchange information, discuss.

3. Let's write down on the board in a table everything you know on the topic.

II. Reflection.

Based on all your information, we will draw up a diagram with you:

Phys. a minute.

III. Reflection.

Problematic question.

Are all spelling cases b did we record?

"Reading with notes".

Each of you has a card with text. The text will contain new information for you. You can mark over words with b... Sign "v" is already familiar, "+" is new for me

The last flowers. Again a frosty night. In the morning I saw a group of young bells. A bumblebee was sitting on one of them. I ripped off the bell. The bumblebee remained seated. I shook off the bumblebee. He fell. Put it under a hot beam, it came to life and flew. And on the crayfish neck a red dragonfly became numb during the night. And a huge number of grasshoppers began to crumble from under our feet. And the sunbeam revived them.

• - What words did you put on v?
• - What was new for you?
• - You learned that there is also a group of words in which a soft sign is written at the end.
• - What do you want to know? Let's write these words into the table in the column "X".
• - Where can we find out about this?

Listen to the poem:

To know how to write, One must define the genus. If the gender is feminine, then the Soft Sign must be used. And then we write rye, Mouse, oven, dry and youth. If the word is masculine - There is no sign! And then write: kalach, doctor, baby, garage and rook!

What can we conclude?

Conclusions sound.

We read the rule on pages 170-171, we will perform orally exercise. 450.

Finishing the topic of the lesson.

Let's go back to our table. Where do we put feminine nouns with sibilants at the end?

IV.Reflection.

Replace phrases with one word. Write them down in a notebook (the teacher reads).

• 1. close buddy, friend
• 2.the person treating the sick
• 3.small money
• 4.part of the day from evening to morning
• 5.young people
• 6.impermeable lightweight clothing from rain

Examination: name nouns with b... why did you write that?

V. Homework: by choice - exercises 452, 453, 454. Learn the rule.

Today in the lesson I learned ...

The most interesting thing was ...

Lesson topic: "Soft sign (s) at the end of nouns after sibilants."

Lesson objectives:

1.Subject: introduce the spelling "b after sibilant feminine nouns"; to reveal the grammatical function of the soft sign as an indicator of the feminine gender through the research work of students.

2.Regulatory: we learn to work according to the compiled algorithm.

Lesson type: study and primary consolidation of new material

Organizational forms of the lesson: frontal, individual, pair

The lesson is built in the technology of problem learning

Learning tools: cards with pictures, words, signal cards with the letter "ь", explanatory dictionary Ozhegova; computer, interactive whiteboard.

During the classes

1. Organizing time.

Preparing students for the perception of new educational material.

Hope everyone is prepared for the lesson and will be doing well. After all, today we need to visit the country of nouns, remember everything that we already know about them, and gain new knowledge. I wish you all success and good luck!

What rules must we follow in order for the journey to discover something new for us? ( Should be active, attentive, should listen to each other)

2. Knowledge update.

Today in the lesson we will talk a lot about the soft sign.

And what is this letter - "b"?

Does it mean any sound?

Now we will repeat what the "b" sign is for, that we know about its work and, probably, will learn something new about it.

Think about the role of the soft sign and divide these words into groups.

... lbom, to ... n'ki, speech, s ... l ... vyi, doctor, mouse, car .. mobile, trees, march.

What bands did you get?

What is the role of the soft sign in these words?

Read words with a softening "b". ( Album, skates, car)

Read the words with the separator "b". ( Nightingales, trees)

3. Statement of the educational problem.

What words are not included in either group 1 or 2? ( Speech, mouse, doctor, march)

What 2 groups can these words be divided into?

Can you explain the use of the soft sign in the words speech and mouse with the known rules?

On what basis (except for the presence of a soft sign) the words are divided into groups? (By birth, by the last sound.)

What did you notice in the words?

(For some reason, in some words a soft sign is written after the hissing one, while in others it is not).

Which problem rises in front of us? ( We need to find out when a soft sign is written at the end of nouns after sibilants, and when not).

4. "Discovery" of new knowledge by students.

Putting hypotheses.

What are the difficulties?

(At the end of the words in each pair, the hissing is the same, and the soft sign is not always written, on what it depends, we do not know).

What goal will we set in the lesson?

It is necessary to find out in which words the soft sign is written after the hissing ones.

Express your assumptions. ( Children's assumptions)

Let's check which of you was right.

Hypothesis testing.

Read activity 1. p. 58. Discuss in pairs the problem of when it is written b and when it is not. Make a conclusion.

Let's check what conclusions you were able to draw.

For nouns ending in hissing,

in M. p. - "b" is not written

in Zh. written "b".

5. Primary anchoring.

External design of new algorithms.

What is the work of the soft sign in these words?

It indicates the gender of the noun.

(There is a soft sign after the hissing - f., No soft sign - m.)

What conclusion can be drawn?

(The soft sign after sibilant nouns at the end is written only in feminine nouns in singular. h., but for masculine nouns with a hissing at the end, the soft sign is not written).

Fixing already formed knowledge.

Let's read the rule in the textbook and compare it with our answers.

Let's read the rule out loud.

Physical education minute.

Read task number 3 in the textbook. (Determine the gender of nouns, decide which nouns need a soft sign.)

Let's think about what steps we need to follow in order to do this exercise correctly?

1. I read or pronounce a word.

3. Listen carefully to the sounds at the end of a word.

4. If I hear a hissing sound, I determine the gender of the noun.

5. If the noun is masculine, then I do not write "b".

If the noun is feminine, then I write "b".

(In the course of the discussion "step by step" a jointly worked out algorithm appears on the board).

6. Independent work with self-test against the benchmark and self-assessment in the classroom.

Students' independent work according to the textbook.

Following the compiled algorithm, complete the task.

Examination. Standard on the board.

Check your entry against the chalkboard.

Who can explain their mistakes? At what point in the ball was the mistake made?

What should be repeated in order to avoid mistakes in the future?

7. Repetition.

Inclusion in the system of knowledge and repetition.

Visual dictation.

Write down the names of plants and animals, or objects that you see on the cards in a notebook. In pairs, speaking the steps of verification.

Be sure to write the gender of the word above the word.

Why is it necessary to determine the genus? ( To determine which nouns need a soft mark.)

Slides with pictures on the board. (Shower, mouse, ball, knife, thing, lily of the valley, reed, game, walrus).

What CONCLUSION will we make in the lesson?

What is the role of the soft mark in words ending in sibilants? ( Gender recognition of nouns.)

8. Reflection of activity.

What was your goal in class today?

Did we manage to achieve it?

What difficulties did you face?

Did you manage to overcome them?

What else needs to be worked on?

Homework. If you completed your independent work without errors, your task number 6. If you made mistakes in the lesson, at home you do task number 4.

Topic: "Soft sign (b) at the end of nouns after sibilants"

Target:

1. To acquaint students with the spelling of the soft mark at the end of nouns after sibilants,to identify the grammatical function of the soft sign as an indicator of the feminine gender through research work;
2. Develop memory, attention, the ability to analyze, draw conclusions, the ability to work in a group, the ability to act according to an algorithm;

3. To instill in students respect for the language, the ability to work individually and collectively, the ability to listen and express their point of view;

Lesson type: lesson in new knowledge.

Methods: verbal, visual, partially search, practical.

Equipment : textbooks, notebooks;computer, projector, presentation "b after sizzling", individualcards with tasks of different levels, a crossword puzzle;

tasks on cards with a differentiated approach,cards with samples of writing letters; support cards with the definition of the work of the b sign in various words; reference cards with words; reference table with algorithm.

Annotation: During the lesson, students become familiar with the rule of spelling the soft mark at the end of nouns after sibilants. As a result of research and highlighting the common and distinctive features of nouns, students should come to a conclusion about the peculiarities of the use of the soft sign in nouns after the hissing letters. Children should understand that along with the basic functions, b can also indicate its form - it is a feminine noun.

During the classes

I ... Organizational stage.

Hello guys!

The cheerful bell rang

He invited you to a lesson

It's time for you to do

Lesson ... /Russian language / (children)slide 1

Sit down. Let's get acquainted. Today I will give a Russian lesson. My name is Gulnara Rafailovna

So guys we hit the road

Good mood let's take it to our aid.

Today you and I will be researchers, discoverers, we have to leaf through the book of Knowledge(slide 2 ), and this requires the execution of certain instructions. Listen to the first briefing. Opening the first page(slide 3).

Be attentive, listen and do whatever she tells you.

II ... A minute of calligraphy.

I'll put the notebook obliquely.

I hold the handle correctly.

I follow the landing.

I am friends with purity.

I'll write "excellent".

Whoever listened carefully will answer which group of consonant sounds are found in this poem more often than others. (Hissing consonants).

What consonants are called sibilants and why? (When pronounced, the air comes out with a hiss).

What are the hissing sounds? [Ч ’], [Ш], [Щ’], [Ж].

Describe these sounds.

Children, and what letters are they designated? (CHE, SHA, SHA, SAME). (slide 4)

- Write today's date.

We will practice writing these letters.

Look at the blackboard. I offer you the following chain. (show).

We write beautifully, calligraphically correctly, display each element.

Write down the proverb:

Good speech is also good to listen to.

III ... Generalization of knowledge about the soft sign.

Neatly wrote

And they were not at all tired.

We continue our lesson

Read another proverb from the Book of Knowledge :(slide 5 )

Learning is a ray of light, and ignorance is darkness.

What do these proverbs have in common? (About studying. In both, there are sibilants. Both proverbs contain words with a soft sign. ).

And what is this letter "b sign"? Does it mean any sound? (No ).

Why, then, is it needed in Russian? Maybe she is unemployed?

What do you think,what will we do in today's lesson ? ( Today we will repeat what the sign is for, that we know about his work and, probably, we will learn something new about him) .

Exercise 1. Consider words with b from proverbs

What is the role of b in words:darkness, learning, listen (cards on the board)

Indicate grammatical meanings.

Pupils explain the work of the b sign. A card is attached next to each word, on which the work of the sign is indicated.

darkness - b is an indicator of the softness of a consonant.

learning - b - dividing.

listen - b is an indicator of the grammatical form of the word.

Generalization: b sign can perform in words3 works :

Indicate the softness of the previous consonant;

Warn about the appearance of the sound [’’] after a consonant sound before a vowel;

Do grammatical work (indicates indefinite form verbs).

I V. Statement of the problem.

Creation of a situation leading to the formulation of an educational task.

In which group do you write the wordspeech ? Why is the b sign written in it? Does b indicate a grammatical feature only in verbs? Let's find out from the book of Knowledge(slide 6)

Attention to the screen.

Read the words:

SWORD

RYE

SHOWER

Horsetail

SPEECH

POWER

KNIFE

LUXURY

Lexical meaning, what words do you not understand?

(Possible difficulties: luxury - wealth, "splendor"; horsetail - herbaceous plant; might - might, strength.)

Let's ask the Book of Knowledge what is a TAILOR, etc.) (slides )

What part of speech are these words? (these are nouns )

Prove that these are nouns.

How are they similar? What else do they have in common? (noun singular numbers with sibilants at the end).

Guys, let's observe the wordsSWORD and SPEECH. (Cards)

Say the wordspeech ).

Say the wordsword ... Highlight the last sound. Give a characterization to the last sound. (Sound - consonant, voiceless, unpaired, hissing, soft ).

Right, the sound [Ч "] is always soft. Is b needed to indicate the softness of the consonant [Ч"]?

But then why is b written in one word and not in the other?

- Today we will try to answer this question.

Let's read how the authors of the textbook formulate this topic (Open the topic, read the section title on page 109).

(slide 7-8)

What should you learn today? (We must learn to recognize, distinguish between words in which b is written after a hissing ).

Of course, the textbook will help you answer this question, but it seems to me that we can do it on our own, because we are researchers ..

V. Discovery of new knowledge by children.

So let's go back to these words.(slide 9)

We have determined that these words are nouns, in the singular, they end in a hissing sound.

And what kind are these nouns? (m.r. and f. R .). And how to correctly define the role of a noun?

Arrange the nouns in two columns:

feminine in the first column,

masculine - in the second column.

Who wants to work at the blackboard? (2 children work at the blackboard, the rest write down words in a notebook).

Prove your choice.

Underline in the written words the letters denoting hissing sounds with two strokes, b with one stroke. (Emphasize).

This is how this spelling is indicated.

Pay attention, what kind of nouns after the sibilant is written b?

Output : The soft sign after sibilant nouns at the end is written only in feminine nouns in singular. h., in masculine nouns with a hissing at the end “ь” the sign is not written. This is a spelling.

Let's check if our conclusions are correct? Go to Exercise 174 and add the words to the beginning columns. (the meaning of the words "plush" and "wasteland" is explained)(slide 10) Plush pile fabric. It is used for sewing and finishing clothes, upholstering furniture, making bedspreads, curtains, etc.

Wasteland , -and, wives. An uncultivated piece of land overgrown with grasses and small bushes.

Having combined your conclusions, formulate a rule: when is it written after sibilant nouns?

Let's compare it with the definition in the textbook. (read to themselves and aloud inslide 11 )

Hence, b is also an indicator of the feminine gender of nouns.

Vi. Physical education. (Slide 12)

Work hard - to rest

It is necessary, no doubt.

We get up quickly,

Let's execute the movements.

(music sounds).

Vii . Working on the text of the rule. Working out the method of action.

Construction of an algorithm for solving a spelling problem.

1 ... - We will answer the questions:(slide 13)

1.What new spelling did you meet??

2. How to find the place of this spelling in a word? (A hissing sound is heard at the end of a word or at the end of a noun the letter h, sch, zh, w is written. Hence, after it the spelling. )

3. What is the main thing in the choice of spelling? (Gender of a noun .)

4. Which of the three cases do you think is appropriate to explain why b is spelled in nouns? ( It turns out that not only in verbs b indicates a grammatical feature, but also in nouns; he indicates the genus)

Practical work. (Exercise 175 orally)

Now is the time to put your knowledge of work b into practice. Find from Exercise 175 the words that do the first (2, 3) job b. Name them.

What needs to be done?

What is the role of b in words?

Output:

Although b does not stand for sound, it is a very important hardworking letter.

2 ... Algorithm compilation.

How will you proceed to determine whether or not you need to write the letter b at the end of the noun after the sibilants? Let's put together an algorithm of actions.

Where, with what question do we start our work? (Hear a hiss at the end of a word? Is that a noun?) (Yes or no.)

If the answer is no, what is the conclusion? (This spelling is not here .)

If the answer is yes, what do we define next? etc.

An algorithm is compiled. (slide 14 )

Everyone has the same algorithm on their desk.

Vii I. Consolidation of what has been learned.

Work collects again,

Don't waste your time

The Knowledge Book offers

Us the page “Fasten”. (slide 15)

1. Work in groups.

The game "Find Friends" ... Work with signal cards.

If the word is friends with b, we raise the signal card, and if not, then we show the other side. And in order to make this work more lively, we will do so, if you see a feminine word, then girls get up, and if the word is masculine, then boys get up. (Children explain the spelling of nouns).Slides .

Attention to the screen. (Ball_, lily of the valley_, pec_, key_, little thing_, many clouds_ - plural, female)

(The guys who showed the wrong card prove their choice).

Good fellows! You all completed the task!

Output: the spelling of b after sibilants at the end of nouns is influenced bygenus andnumber.

2. Work on cards with multilevel assignments (at the choice of students).

- Did you all understand the topic of the lesson?

Answer with a few words

From your cards in different colors.

The main thing, remember the rule!

(slide)

If you think you understood the topic very well, take the red card (knowledge of other topics is also required here).

Exercise - pick up nouns with sibilants at the end that are close in meaning to words, highlight the spelling and indicate the gender.

Card number 2 (high level).

Assignment: Match words with similar nouns with sibilants

at the end. Indicate the studied spelling, determine the gender.

Doctor, friend, darkness, guard, hero.

If you think you understand the topic, but are still a little doubtful of yourself, take the green card.

Exercise - form singular nouns from these words, highlight the spelling and indicate the gender.

Card number 3 (intermediate level).

Task: Form nouns in the singular from these words.

Indicate the studied spelling, determine the gender.

Heal, comradely, nocturnal, guard, strong.

But if you think you have not fully understood yet, take the blue card.

Exercise - write nouns in the singular. Highlight the studied spelling, determine the gender.

Card number 1 (low level).

Task: Write these nouns in singular. Indicate learned

spelling, define gender

Doctors, comrades, nights, watchmen, strongmen.

Think and take that card, with the task that you will definitely cope with.

(Execution in a notebook and checking work).(slides)

We will check at the same time. Although you did different tasks, the answers should be the same.

What was the first noun you wrote? Raise your hands, who's got the same. Let's ask the book of Knowledge.

How did you write this word? And what will the Knowledge Book tell us?

(Right answers:doctor, comrade, night, watchman, strongman ).

Who completed the task without errors? Well done!

IX ... Generalization.

Time to take stock

Did the guys learn the lesson for future use?

- Dear researchers! What discovery did you make today? (Rule of writing a soft mark after sibilants.)

So when is b written at the end of nouns after sibilants?

X ... Homework. Marking.

(slide)

Crossword puzzle - home game,

A number of riddles will help you in it,

Match words related to the key -

You will have order in your notebooks.

At home, I invite you to solve a crossword puzzle with an assignment.

Riddles.

If well sharpened,

He cuts everything very easily. (Knife).

Duck in the sea, tail on the fence. (Ladle).

He eats firewood in winter and sleeps in summer. (Bake).

Lurking under the floor, afraid of a cat. (Mouse).

Assignment: pick up the same root words for the keyword, make a sentence with it.

While doing homework the rule - the algorithm - will be of great help to you.

Today in the lesson the most active were …… They gave correct answers and receive marks “5”.

XI . Reflection.

Today I saw in your eyes a spark of inquisitiveness, curiosity. I would like to wish you that this light does not fade over the years, and that the discoveries that you make day after day with your teachers would help you overcome all the difficulties of your studies.

(slide)

So that learning is not darkness for you, and the light of knowledge illuminates your path, let's use the stars that lie on your desks. They different color... Raise the corresponding asterisk:

If it was interesting and easy in the lesson, take the yellow one (the brightest).

If sometimes there were difficulties, doubts - pink.

If you have not figured out the topic - blue.

(Children show stars.)(slide)

Take a look. How many yellow stars are there.

I am very glad that this lesson was interesting and informative for you.

Thank you all for your work! Good luck!

Vocabulary and logical exercises:
-Replace with one word, write down the words in accordance with the spelling rule b, determine the gender, underline b.
Black bird, herald of the coming spring (Rook)
Football competition (Match)
Item that Emelya rode (Stove)
You can't open the lock without it (Key)
It is worn in the rain (Cloak)
Little child (Kid)
The hunter's prey. (Game)
Middle of the night. (Midnight)
All items for harnessing horses. (Harness)
Quiet calm weather. (Silence)
Small money. (Trifle)