Examples of difficult words for elementary school. Complex words lesson plan in Russian on the topic. Let's work on determining the meaning of words with two roots

Educational and educational complex "School of Russia"

Subject: Difficult words

Lesson type: lesson in acquiring new knowledge

The purpose of the lesson: acquaintance with complex words and developing the ability to find the root in complex words.

Lesson objectives:

Educational:

To form in students an understanding of complex words, the ability to correctly write connecting vowels in such words;

Introduce ways to form complex words;

Expand knowledge about the composition of words.

Educational:

Cultivate interest in learning your native language.

Educational:

Development of students' speech, attention, observation, thinking and spelling vigilance.

Planned results:

Subject:

During the lesson, students will gain knowledge about difficult words;

Learn to find the roots of complex words;

Learn to form complex words.

Metasubject:

Accept and save the learning task;

Plan your actions in accordance with the task;

Carry out comparison and classification according to specified criteria;

Carry out word analysis highlighting essential features.

Personal:

Use adequate self-assessment based on the criterion of success in educational activities;

To form the student’s internal position at the level of a positive attitude towards school.

During the classes

1. Organizational moment.

Good afternoon

Children, are you warm? (Yes!)

Is it light in the classroom? (Yes!)

Has the bell already rung? (Yes!)

Is the lesson over already? (No!)

Has class just started? (Yes!)

Do you want to study? (Yes!)

So everyone can sit down!

Let's start the Russian language lesson.

Tell the secrets of the word

I am always ready for you.

But be ready in class

Reveal the secrets of words yourself.

Guys, are you ready to make new discoveries? Then let's get to work.

2. Calligraphy.

1) Warm up for arms.

Let's stretch our fingers and get them ready for work. (warm-up)

Our fingers pressed tightly together.

What's happened? Interesting!

Apparently they were feeling cold.

We will cover them with a blanket.

(Children massage their hands)

Fingers doing exercises

To be less tired.

And then they are in the notebook

They will write letters.

(Children clench and unclench their fists)

2) Writing letters and compounds (Kk; Nn; na; but; ko; en; ki; kl; nm; nya; ku; kya; new)

Describe the sounds; in which syllables the consonants are soft and hard.

3. Updating knowledge.

Write words with the same root -color-;

What is the root word? How do you spell a root in words with the same root?

4. Setting the goal of the lesson.

Let's read a poem by E. Izmailov.

Read funny poems

What are they for? Go ahead!

Once upon a time there was a PAR,

He looked gray and old,

But with boiling water

He danced like a young man.

It flowed from the teapots,

It swirled over the pots,

No useful things to do

I couldn't do it at all.

Once upon a time there was a word MOVE

In the word EXIT, in the word INPUT,

The word KHODIKI knocked,

And on the Hike it walked into the distance.

This is how STEAM and HOD lived.

They lived apart, but

They were connected together -

They swam on the water.

The ferry goes STEAMBOAT,

PAIR and ROAD go in pairs.

– Which words lived separately?

– In what words did the word move live? (Exit, entrance, walkers, hike.)

Assignment: write down these words and sort them according to their composition. (One student comments on writing down the words and analyzing them according to their composition.)

– What are these words called? (Same roots).

– What happened to the words PAIR and MOVE? (They were connected.)

- What word did you get? (Steamboat.)

– Write this word down in your notebook and try to figure it out according to its composition. (Children's options are listened to.)

- How many roots are there in this word? (Two). Which?

- How many stems are there in this word? (Two.)

– What letter connects these two roots (stems)? (Vowel - O).

– How can this vowel be called if it connects roots? (Connective).

– Explain the meaning of this word. (Ship with a steam engine.)

– Words such as steamer are called compound words. What do you think we will study today?

5. Work on the topic of the lesson.

Work according to the textbook:

Ex. 138 (Page 77)

Read the words, explain the lexical meaning of each word.

How many roots are there in these words? Why?

What vowels connect roots in compound words?

Ex. 139 (Page 78)

Read the text. Find a difficult word in it, explain why the author used it.

Complete the written task for the exercise (Students check the spelling of words with spellings).

6. Physical education minute.

1. The sun lifts us up to exercise,

We raise our hands at the command “one”.

And above us the foliage rustles merrily.

We lower our hands on the command “two!”

2. We put our hands in a spread:

A plane appeared.

Flapping the wing back and forth,

Do "one" and do "two".

One and two, one and two!

Put your hands down

And everyone sit down!

7. Consolidation of the studied material.

Ex. 140 (Page 78) (Work in pairs.)

Name the extra word in each group. Justify your choice.

(1. Driver; 2. Forester; 3. Whirlwind. The remaining words have the root -wind-;

Windmeter is a difficult word)

8. Summing up the lesson.

Guess the riddles, write down the answers. Highlight the roots of the words.

1) There is a baby elephant on the floor,

It's on wheels

Stroking the carpet with his trunk,

Will stroke until

Until all the dust is sucked in

And the floor will not be clean. (Vacuum cleaner).

2) His work-

In the depths at the very bottom.

His job -

In the dark and in silence.

But who is he?

Answer the question? (Diver)

3) He puffs like a steam locomotive,

It is important to keep your nose up.

Make some noise, calm down -

Invite the seagull to have a drink. (Samovar)

4) I’ll scream, purr,

I'll fly under the sky. (Helicopter)

What new did you learn in the lesson?

What are words that have two roots called?

9. Reflection

Our lesson has come to an end, let's summarize,

Complete any of the expressions:

I like it…

In class I learned that...

I was surprised...

I would like to...

10. Homework: Ex. 141 (Page 78)

• form an idea of ​​complex words, methods of their formation and spelling rules;
• cultivate goodwill, the ability to give people warmth and care;
• introduce universal human values; 4) develop coherent oral and written speech.

During the classes.

I. Organizational moment.

Thin threads circled the earth,
Threads of parallels and green rivers,
Stretch out your hand, stretch out your hand,
Every person should believe in happiness.
Warm with a word, caress with a glance,
After all, even snow melts from a kind word.
It's so wonderful to be with you
A gloomy person will become kind and cheerful.

Guys, why can a person be gloomy? (When he is offended, he feels bad and sad).

What qualities do people have who want to help those in trouble? (Kindness, sensitivity).

Today we will look at the way of forming some words that characterize such qualities.

II. Updating basic knowledge.

1. Guess the riddle:

Across rivers, across mountains
We hear music and conversation.
Helped us hear them
This miracle chest.

That's right, it's a radio. How was this word formed? (It’s a complex word; it’s formed from two stems).

2. Reading a story.

Once on the radio I heard Yu. Ermolaev’s story “Best Friend”. Let's read it now.

“Kolya left his scooter in the yard and went out to lunch. Before he had time to eat, he saw Vovka Chulkov riding on his scooter. Kolya got angry and ran into the yard.

“Now,” he thinks, “I’ll give Vovka a beating so that he doesn’t take other people’s things without asking.”

He jumped up to him angry and even clenched his fists. And Vovka saw him and said to the boy who was standing next to him:

Meet Igorek, this is my best friend Kolya. Kolya became embarrassed, unclenched his fists and unexpectedly said to himself:

Why don’t you ride a scooter..."

Is there a difficult word in the text? (Scooter).

Why was Kolya embarrassed? (I felt ashamed of my greed).

Do you think Kolya will now give his scooter to the kids? (Certainly).

How should you behave with people so as not to be ashamed of yourself? (The way you want to be treated).

Write down the word and perform its morphemic analysis: scooter.

What scheme for the formation of compound words can be constructed? (Root + connecting vowel + root).

III. Observation of the features of complex words.

1. Selection of words with the same root.

How do you understand the word “kindness”?

In S.I. Ozhegov’s dictionary the following interpretation is given: “Responsiveness, emotional disposition towards people, the desire to do good to others.”

Choose a cognate adjective for the word “kindness”. (Kind).

Let's work in groups. Please write down complex words - adjectives that have the same root as the word “kind”.

Let's check the words of each group.

Read on the board: virtuous, good-natured, benevolent, good-natured, respectable, kind-hearted, conscientious, good neighbor.

Add to your notebooks the words that you do not have. Select the root in them.

What do the spellings of these words have in common? (Connecting vowel “o”).

2. Selection of synonyms.

S.I. Ozhegov interprets the word “kind” this way: “Showing care, sincere feelings for all living beings, bringing good and always ready to help.”

Please select synonyms. Each group will write their words on sheets of paper.

Checking the words of each group.

Write in your notebooks: complacent, merciful. Perform their morphemic analysis.

What did you notice? (Both words are complex, formed from two stems).

Write down the meaning of the word “merciful” from the explanatory dictionary. (Merciful - ready to help someone out of compassion, philanthropy).

What did you find in the interpretation of the word? (The word “philanthropy” is also formed from two bases).

3. Conversation based on the text.

Can the guys from M. Vodopyanov’s story “One for all, all for one” be called merciful?

“The outstanding mathematician Lev Semenovich Pontryagin went blind when he was still a primary school student. His eyes hurt, an unsuccessful operation was performed, and the boy was forever plunged into hopeless darkness. The boy was dejected by the disaster that had overtaken him.

One day, Levi’s comrades came home and firmly declared that they would help him as a class.

And they helped. Every evening someone came to Leva to study lessons with him, read textbooks and books aloud to him. During lessons, his deskmate told him in a low voice what was written on the board, what experience the teacher was showing. My comrades went with Leva to the skating rink, to the theater, to concerts, and to lectures.

With the help of his true friends, Lev Pontryagin graduated from school with honors and entered Moscow University. And here we found good comrades. The students willingly helped the young man. Pontryagin turned out to be a talented mathematician and at the age of 23 he became a professor and corresponding member of the Academy of Sciences.”

How do you help each other? Is it possible to say about our class: “One for all, all for one”?

IV. Analysis of problem situations in groups.

Each group receives an envelope describing the moral situation. Children discuss the situation, and each group expresses its opinion on what they heard.

• Your friend hasn't done his homework and asks for a notebook so he can copy it.
• Your friend gets bad grades for the quarter, and you are forbidden to be friends with him.
• Your friend uses bad words and expressions.
• Your friend doesn't know how to play volleyball and is letting the team down.
• Your friend did something bad, but you were punished.

What should a merciful person do?

V. Exercise in writing complex words.

1. Work on the lexical meaning of words.

Read the words and explain from the bases of which two words each of them is formed. What vowel comes between the two stems?

Beneficent, benevolent, well-behaved, noble, charitable, beneficial.

What did you notice? (Same first base).

How do you understand the word “good”? (Good; that which provides wealth, satisfies needs).

How was 2007 declared in the Republic of Tatarstan? (Year of Charity).

How do you understand what this word means?

“Charity is a free activity aimed at providing material assistance to the poor or for public benefit.”

2. Multi-level work.

Choose one of the tasks according to your strength.

Level I: Write down these words and perform their morphemic analysis: beneficent, benevolent, well-behaved, noble, charitable, beneficial.

Level II: Make up three phrases from these words (beneficent, benevolent, well-behaved, noble, charitable, beneficial) them. adj. + im. noun

Level III: Compose and write down three sentences that are coherent in meaning, using these words: beneficent, benevolent, well-behaved, noble, charitable, beneficial.

Let's hear what you came up with.

VI. Creative work.

Come up with and write down the text “So that the person next to you becomes happy.”

VII. Lesson summary.

1. Reflection.

• What did you learn in the lesson?
• What words are called compound words?
• What vowels can join stems? What are these vowels called?
• What new way of forming words did you learn about today? (Addition of two bases).
• Give examples of difficult words.
• What feelings did you experience during the lesson? What is this connected with?
• What conclusions did you draw for yourself?

2. Homework.

You will leave school as adults and choose your own future path. But whatever each of you becomes in the future - a scientist, artist, engineer or doctor - first of all, be a Human. And we need to learn this now. And I suggest that you at home think about what real thing each individual and the whole class together can accomplish so that at least one person next to you becomes happy. I think that attentive children, listening to television programs and reading local newspapers, will immediately feel someone else's pain and determine who needs our help.

Form new compound words
books + love =
Moon+walk =
leaf+fall =
steam+walk =
ice + crush =
walking+walking =
himself+flies=
armor+vest =

Form new compound words
books + love =
Moon+walk =
leaf+fall =
steam+walk =
ice + crush =
walking+walking =
himself+flies=
armor+vest =

Preview:

Municipal government educational institution “Basic secondary school No. 22” IMRSC.

Open Russian language lesson

2nd grade.

Prepared and conducted:

Sorokina Natalya Mikhailovna

primary school teacher.

2013-2014 academic year

Lesson outline

Class: 2, “Promising primary school”, N.A. Churakov “Russian language”, a textbook in three parts. Edited by M.L. Kalenchuk, Moscow “Academic book/textbook”, 2012.

Subject: Russian language

Subject: How words are made. Compound words from two roots with a connecting vowel letter.

Lesson type: Learning new material.

Goals and objectives of the lesson:

Educational:

To update children's knowledge about the composition of words,

To identify children’s existing knowledge about the formation of words using prefixes and suffixes,

To form in students ideas about how complex words that have two roots are made.

Educational:

Formation of practical experience in parsing words according to their composition,

Promote the development of educational and information skills, the ability to work in pairs,

Develop attention, observation, memory, thinking

Students,

Promote the development of students' speech,

Develop spelling vigilance,

Develop the ability to objectively evaluate your knowledge.

Educational:

Cultivate accuracy, diligence, desire well

Study,

Develop the ability to listen and take point of view

interlocutor,

Show a friendly attitude towards your comrades during

Joint activities.

Planned results:

Subject:

To clarify knowledge about the composition of words,

Be able to recognize different parts of a word,

Correctly write words based on the learned rules,

Find the necessary information in the textbook,

Metasubject:

Understand and retain in memory the learning objective of the lesson,

Choose actions in accordance with the goal,

Carry out educational activities, accompanied by commenting,

After assessing your knowledge, make the necessary adjustments to your actions based on the mistakes made.

personal:

Show educational and cognitive interest in new educational material and ways to solve a new lesson problem.

Formed UUD:

Cognitive - independent formulation of a cognitive goal, comparison and classification according to given criteria, analysis of words in order to highlight their features, synthesis;

Communicative - cooperation with the teacher and classmates, be able to ask clarifying questions, express your thoughts in oral and written speech, justify the expressed judgment;

Regulatory - determine and formulate the educational task in the lesson in dialogue with the teacher and classmates, be able to organize your workplace and work, work according to the proposed plan, adjusting your work, focusing on an intermediate assessment of the level of mastery of the material;

Personal – moral and ethical assessment of one’s work in class, awareness of success in studying the topic.

Technical training aids:multimedia projector, exposure screen, laptop, presentation.

Methods and forms of training:

Methods: visual, verbal, practical,

Shapes: frontal, individual.

Interdisciplinary connections: reading (reading assignments in the textbook)

Equipment: presentation,

Flashcards on the topic “Writing words with uncheckable spelling.”

Teacher activities	Student activity	UUD
Organizing time. Motivation for learning activities.
Greets students and checks the readiness of the classroom and equipment. Slide number 2. Sets students up for work: Today we will write again, Draw conclusions and reason. And so that the lesson benefits everyone, Get actively involved in the work, my friend! - Our task is to work actively and faithfully, with a good mood, complete all tasks.	The teachers are listening. Organize a workplace.	Regulatory UUD Personal UUD
II. Setting the topic and purpose of the lesson. Self-determination for activity.
Slide number 3. The teacher asks the children a problematic question: Guys, guess the riddle: Who alone has a horn? Well, of course … What word did you come up with? Write the word on individual tablets. Break it down by composition. What did you notice? Open the textbook on page 91, read the title of the lesson topic, which we will work on today in class. What suggestions would you like to make to me that would help me further study new material in class? How many of you have a desire to learn something new in class?	Children independently try to form a word, determine how many roots are in the resulting word. With the help of the teacher, they determine what they will learn in this lesson.	Regulatory UUD Communicative UUD
III. Updating previously acquired knowledge.
Checking homework. The teacher walks around the class, looks through notebooks to see if all the children have completed their homework. The teacher sets up the children to do the work: Open the notebooks that I distributed to you today, write down: "Classwork". We write beautifully, carefully, display each letter correctly, calligraphically. 2. Work on cards “Writing words with uncheckable spelling.” Guys, exchange cards. Check if your neighbor completed the task correctly. 3. Review of how words are formed: What ways of forming words do you know? How are new words formed? What parts of the word are involved in this?	The children have open notebooks in which they did their homework. Children write down the date. The guys complete tasks on cards. Peer review. Frontal work on issues.	Regulatory UUD Cognitive UUD Personal UUD Communicative UUD
IV. Working on new material.
Work from the textbook is accompanied by presentation slides Slide No. 4-10. 1. The teacher activates the children’s work in the textbook. - Open the textbook on page 91. We begin to read the text of the new material, trying to correctly complete all the tasks of the Sorceress and Anishit Yokopovna. Write down the words. Work on the questions on page 92. (penultimate paragraph) Let's try to parse these words according to their composition. How many roots are there in the new words we have created? What letter connects these roots? Reading the output on page 92 - last paragraph.	Work according to the textbook. Reading the text p.91-92. As the text is read, tasks are completed to form new words. The guys copy down the words. P.92 – textbook. The guys read the conclusion.	Cognitive UUD Personal UUD
V. Physical exercise.
VI. Consolidation of the studied material.
1. The teacher sets up the children to complete the task for the number. - On page 93, find and read the task for No. 102. Guys, show in writing how the words forest-steppe and sawmill were formed. Now look carefully at the board, have you completed the task correctly? Slide number 11. Work on exercise issues: What do the words mean? -What does a lumberjack do in the forest? What is a timber truck doing in the forest? What words gave birth to the words lumberjack and timber carrier? 2.Game “Form complex words” Slide No. 12 3.Completing the creative task “Form new complex words” Slide number 13. 4.Completing the task for the development of creative thinking “Replace with one word” Slide No. 14-15. 5. Completing the task “Find difficult words in the text.” The teacher sets up the children to do the work. Slide No. 16-17. 6.Independent work. No. 103 p. 93 in the textbook. The teacher gets the children ready to work. Slide No. 18-19.	Work according to the textbook. Complete task No. 102, working in pairs. Self-test. Group work orally. Working with individual cards. Self-test on the presentation slide. Group work orally. Each student has a card with text on which the children underline difficult words. Checking the presentation slide. The guys perform the tasks of the number Self-test on the slide.	Cognitive UUD Regulatory UUD Communicative UUD Regulatory UUD Communicative UUD Personal UUD Regulatory UUD Communicative UUD Personal UUD Personal UUD
VII. Summing up the lesson.
Slide number 20. The teacher, by asking leading questions, helps the children draw a conclusion about what they learned in the lesson.	The children and the teacher draw a conclusion: what have they learned?	Regulatory UUD Communicative UUD
VIII. Homework.
Slide number 21. The teacher explains how to do homework.	The guys write down their homework.	Regulatory UUD Who alone has a horn? Well of course... NOSE O HORN How can you form a new word from two words forest and park? forest park What is the name of the strip of forest, that is, the strip of forest plantations? forest belt What is the name of the land between the forest and the steppe? forest-steppe What is the name of the wood processing plant? sawmill What is the name of the timber harvesting plant? lumber mill What is the name of Forest Planting? forest planting Forest park, forest belt, timber processing plant, sawmill, forest steppe, forest plantation. o o o o o o Forest/+ rub / it=forest about ruble Forest/+carry/ it=forest about cart Form complex words MODE ice everywhere sea smoke soon Form new compound words books+love = Moon+walk = leaf+fall = steam+walk = ice+prick = walk+walk = armor+vest = Book lover Lunar walker Leaf fall Steamboat Icebreaker Pedestrian body armor Replace with one word Coffee maker Trapper Concrete mixer Snowfall A device used to brew coffee? WHAT CAN YOU CALL A PERSON WHO CATCHES ANIMAL? WHAT IS THE CALL OF THE MACHINE THAT MIXES CONCRETE? What can you call a natural phenomenon when snow falls? Replace with one word Cannibal Sweet tooth Long-legged Green-eyed Blue-eyed C fairy-tale character Who eats people What can you call a person who eats a lot of sweets? What do you call a person who has long legs? What do you call a person with green (blue) eyes? Find difficult words in the text. A squirrel sits on a cart, She distributes nuts: To the fat-footed bear, to the club-footed bunny, to the golden-maned horse, to the hardworking hedgehog. I can work independently Complete task No. 103. Check it out! Did you complete the task correctly? Sorokono. As many as forty legs of a centipede - They ran merrily along the forest path. I know... I learned... I can... I can... Homework No. 104 p.94. Used literature Textbook N.A. Churakov “Russian language”, a textbook in three parts. Edited by M.L. Kalenchuk, Moscow “Academic book / textbook”, 2012.

From two or even three words you can form a new word. This method of forming new words is called addition, and the words themselves are called complex. To understand where the roots are in a complex word, you must first correctly determine its meaning. For example, a steamship is not one that sails in pairs, but a ship that sails in pairs. Or a mousetrap is not a dexterous mouse, but a trap for mice.

There are words that look like complex words, but in fact they only have one root, and it emerges clearly after finding the meaning of the word. For example, yellowish is not yellow wool, but slightly yellow, the root is one (yellow), and ovat is a suffix. Or the greatest is not great tea, but simply very great.

Let's work on determining the meaning of words with two roots

Vacuum cleaner: A machine for removing dust by sucking it in with a stream of air.

Rhinoceros: A large southern mammal with one or two horns on the front of the muzzle.

Dump truck: A truck with a mechanically tipping body.

Scooter: Early 20th century: military name for a bicycle, a mechanical vehicle.

Scooter: Now: For children: a bar for riding with a standing handle on wheels or rollers.

Helicopter: A heavier-than-air aircraft with vertical take-off and landing, with a horizontal rotor “propeller”.

Airplane: A heavier-than-air aircraft with a power plant and a wing that produces lift.

(Interpretation taken from Ozhegov’s Explanatory Dictionary)

Otherwise, a vacuum cleaner is something that sucks dust. Roots dust, suck.
Rhinoceros is an animal with a horn on its nose. Roots nose, horn.
A dump truck is a machine that dumps its own cargo. The roots themselves and the shaft. The C in front of the second root is a prefix.
A scooter is a device that rolls itself. Roots yourself, cat.
A helicopter is a vehicle that flies vertically. Roots vert, years.
An airplane is a device that flies itself. Root yourself, fly.

Examples of words with two roots and connectives o, e

Motorcade, motor rally, concrete mixer, chainsaw, water pipe, waterfall, water strider, all-terrain vehicle, helicopter, diver, trapper, starfall, digger, cook, bark beetle, icebreaker, lumberjack, centipede, mousetrap, meat grinder, oil pipeline, steamship, vacuum cleaner, machine gun, pedestrian, esophagus, bird catcher, fisherman, samovar, airplane, scooter, dump truck, steel worker, snowfall, glass cutter, diesel locomotive, camera, bread maker, electric locomotive.

The connecting vowel -e is written after the stems on the consonant soft, hissing and c (pedestrian, heartbeat, agriculture, etc.). There is an exception: after the stem, a soft consonant can also have a vowel -o. For example, a hitching post, (though a horse), a range finder, (even though there is a distance). The spelling of such words is most often determined by the dictionary.

The connecting vowel -o is written after the stem on a hard consonant.

Examples of compound words with a connecting vowel -e-

kashEvar (porridge + cook)

birdsCatch (bird + catch)

pedestrian (walking + walking)

rain gauge (rain + measure)

vacuum cleaner (dust + suction)

poultry factory (poultry + factory)

oil pipeline (oil + conduct)

vegetable storage (vegetable + store)

journey (path + walk)

mousetrap

navigator

mudTreatment

becameEvar

shipwreck

surveyor

FreshFrozen

everywhereGod

ubiquitous

solstice

Examples of compound words with a connecting vowel -o-

samovar (yourself + cook)

waterfall (water + fall)

iceOkol (ice + crush)

languageOved (language + know)

SnowFall (snow + fall)

helicopter (vertical + fly)

glass cutter (glass + cut)

concreteMixer (concrete + mix)

ZverOlov (beast + catch)

houseSidden (at home + sit)

camera

autoColumn

Light-emitting diode

electric saw

testStirrer

Another list of difficult words with two roots and even three

Subject: Russian language educational complex "School of Russia"

Lesson topic: Difficult words.

The purpose of the lesson: develop the ability to correctly write complex words using connecting letters o, e; determine the stems of a complex word; apply the rules of spelling orthograms in the roots of a complex word.

Tasks:

Educational:

Develop the ability to spell complex words based on an algorithm;

Activate and expand students' vocabulary.

Educational:

To promote the development of cognitive interest in students, logical general educational skills, mental operations, imagination, different types of memory;

Create for the development of all types of information perception channels.

Educational:

Continue to develop positive personal qualities (responsibility, sense of mutual assistance, goodwill);

Develop self-regulation skills (ability to hear and listen);

Instill respect for work and the products of labor.

During the classes

Organizational moment (greeting).

Indicative-motivational stage.

Calligraphy.

Children are asked to guess the riddle.

"It's easy and quick to guess: soft, lush and fragrant,It’s black, it’s white, and sometimes it’s burnt.”(Bread)

Choose words with the same root for the word “bread”.

Record: bread, bread, bread. Isolation of the root.

Remember the proverbs about bread.

Finding out the meaning of proverbs.

Reading proverbs from the board. Finding out their meaning. Record one of them by choice.

3. Prepare to study a new topic.

Where is the bread baked? (at the bakery)

The assistant director of the bakery contacts us. He was commissioned to make a sign. Let's help him. Bread? factory. - problem (inscription on the board)

What's interesting about writing a word? (Two roots).

How can you name words that can consist of several stems?

What do you call a vowel that connects two roots in a compound word?

What is the topic of the lesson? (Open the topic of the lesson on the board)

Recording a proposal and analyzing it.

The bread...factory workers showed the students their work.

Individual card.

In...ter, m...bel, apartment, room...ta, m...gasin, r...bota, p...court, st...kan, l...pata, m...bel, student, sah...r.

4. Observation of the facts of language. Generalization of structural and semantic features of a concept .

1) The bakery workers have prepared a question for you.

When is the connecting vowel o written in complex words, and when is it e?

Observe and draw a conclusion:(On the desk)

Bread...bakery Butter...factory

Birding...catching Walking...walking

Sam...dump Vezd...move

Dust...sos Sam...var

House...sed Skin...ed

Group report. Reading the rules in the textbook.

2)

Guess the riddle, write down the answer and sort it out according to its composition. (we write down the answers in a notebook)

A car that flies itself... (PLANE)

He stood in the forest

Nobody took him

In a fashionable red hat,

No good. – (FLASHOMOR)

At the big-nosed Foka

Constantly hands on hips.

Foka boils water

And it shines like a mirror. – (SAMOVAR)

A swift stream runs down the mountain,

The water is falling quickly.

You will see this beauty -

You will never forget. – (WATERFALL)

What is the name of the very first bicycle? (SCOOTER)

Physical education minute.

Application of concepts and rules.

Do exercise 122, page 50

Read the rhyme 2 times, then write the words from memory.

(work in groups)

old fashioned

fast,

haymaking,

multistar,

multilayer,

earth mover,

thin-legged,

steep-horned,

multi-seat,

sparsely forested

pedestrian,

national

Individual card.

Connect parts of complex words.

ground move

thunder sec

meat tap

hay measures

plant everywhere

wood stake

ice mower

Lesson summary.

Did you like the lesson?

I found out?

I can?

Ratings:

Homework