[…] The new social demands reflected by the Federal State Educational Standard define the goals of education as general cultural, personal and cognitive development students. Due to this modern system education sets the task of mastering by students of specific subject knowledge and the formation of universal learning activities that provide the competence of "teach to learn". In the Federal State Educational Standard, ideas about the educational result are significantly expanded. The purpose and meaning of education is the development of the personality of students, and the new educational result in this document is understood as both cognitive (educational) results and results relating to other aspects of the personality of schoolchildren formed in the process of education - civic position, the level of their socialization, the system of value relationships and orientations.

In a broad sense, "universal learning activities" is the self-development and self-improvement of the student through the conscious and active appropriation of new social experience. In a narrower sense, this is a set of student actions that ensure his social competence, the ability to independently acquire new knowledge and skills, including the organization of this process.

Following the requirements of the Federal State Educational Standard, a modern student should be focused on the values ​​formed by universal educational activities.

Inquisitive, interested, actively learning about the world.

Possessing the basics of the ability to learn.

Loving motherland and your country.

Respecting and accepting the values ​​of family and society.

Ready to act independently and be responsible for their actions to the family and school.

Friendly, able to listen and hear a partner.

Able to express their opinion.

Fulfilling the rules of a healthy and safe lifestyle for themselves and others.

The teacher should not only transfer objective knowledge to students, but also promote the development of their initiative and independence, organize the activities of students in such a way that everyone can realize their abilities and interests. In fact, the teacher must create conditions in which it becomes possible for students to develop their intellectual and other abilities, the experience of applying the acquired knowledge in various situations.

The main value orientations of the content of modern general education are:

The presence of the student's broad cognitive interests, the desire and ability to learn, optimally organizing their activities, as the most important condition for further self-education and self-education;

The emergence of self-awareness of the student as a person: his self-respect, the ability to individually perceive the world, to have and express their point of view, purposefulness, perseverance in achieving the goal, readiness to overcome difficulties, the ability to critically evaluate their actions and deeds;

The formation of the child as a member of society, firstly, sharing the universal values ​​of goodness, freedom, respect for a person, for his work, and secondly, striving to enter into cooperation with other people, provide assistance and support;

Awareness of oneself as a citizen of the country in which one lives;

Formation of the aesthetic feelings of the child, taste on the basis of familiarization with the world of domestic and world artistic culture, the desire for creative self-realization;

The emergence of a responsible attitude to conservation environment for yourself and your health.

The functions and types of universal educational activities are described in detail in the Federal State Educational Standard.

Functions of universal learning activities include:

Ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use necessary funds and ways to achieve them, monitor and evaluate the process and results of activities;

Creating conditions for harmonious development personality and its self-realization on the basis of readiness for continuous education;

Ensuring the successful assimilation of knowledge, skills and competencies in any subject area.

The idea of ​​the functions, content and types of universal educational activities should be taken as the basis for building a holistic educational process. The selection and structuring of the content of education, the choice of methods, the definition of forms of education - all this should take into account the goals of the formation of specific types of universal educational activities. Students master personal, regulatory, cognitive and communicative learning activities in the process of studying various academic subjects. Of course, each academic subject reveals various opportunities for the formation of universal educational activities, determined, first of all, by its function and subject content.

[…] The course "Russian Language" and "Literature" presents exercises and tasks of various form and content about the Motherland, about the defenders Russian Earth about maintaining peace in your country and around the world. Through texts, children get acquainted with the national values ​​of our fatherland, ancient monuments and their creators, Russian craftsmen, learn about the great heritage of our people - the Russian language. In this regard, the texts of I. D. Turgenev, A.I. Kuprin, A. N. Tolstoy, D. S. Likhachev, M. M. Prishvin, I. S. Sokolov-Mikitov, K. G. Paustovsky and A. I. Solzhenitsyn, poetic lines of A. S. Pushkin, I. A. Bunin, M. Yu. Lermontov, N. M. Rubtsova, N. I. Sladkov, S. Ya. Marshak, convincing students of the beauty, imagery, richness of the Russian language. Pupils compose texts, stories about their small homeland- region, city, village, about their sights, natural and cultural-historical features. With the help of special tasks, such mental qualities as the ability and habit of reflection are formed. For example, you can ask questions such as “Imagine yourself in this situation. How would you behave if you were…?”

In the Federal State Educational Standard of basic general education there is a characteristic of personal, regulatory, cognitive, communicative universal educational actions:

[…]Personal universal learning activities provide value-semantic orientation of students. The student must be able to correlate actions and events with accepted ethical principles, know moral norms and be able to highlight the moral aspect of behavior.

Personal universal learning activities include: a positive attitude to learning, to cognitive activity, the desire to acquire new knowledge, skills, improve existing ones, be aware of their difficulties and strive to overcome them, master new activities, participate in the creative, creative process; awareness of oneself as an individual and at the same time as a member of society, recognition for oneself of generally accepted moral and ethical standards, the ability to self-evaluate one's actions and deeds; awareness of oneself as a citizen, as a representative of a certain people, a certain culture, interest in and respect for other peoples; striving for beauty, willingness to maintain the state of the environment and one's health.

With regard to educational activities, three types of personal actions should be distinguished:

Personal, professional, life self-determination;

Sense formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what stimulates the activity, for the sake of which it is carried out. The student must ask himself: what is the significance and meaning of the teaching for me? - and be able to answer it.

Moral and ethical orientation, including the evaluation of the content to be assimilated (based on social and personal values), providing a personal moral choice.

The purpose of personal universal learning activities is to form in students:

• internal position of the student;
• personal motivation of educational activity;
• orientation to moral norms and their implementation;

For the formation of personal universal learning activities, you can use the following tasks:

• participation in projects;
• summarizing the lesson;
• creative tasks;
• visual, motor, verbal perception of music;
• mental reproduction of a picture, situation, video film;
• self-assessment of the event, incident;
• achievement diaries.

The task "What am I?"

Write a short essay about your qualities using only adjectives. Try to bring in everything you know about yourself. "I" can be multifaceted: external qualities(physical), conscious, behavioral. And also qualities can be good and bad. Then there is a discussion, comparing the description of each student with the opinion of peers.

Task "My opinion"

[…] Read the text, think about main idea and express your own opinion.

Bonfire and ants.

I threw a rotten log into the fire, overlooked that from the inside it was densely populated by ants. The log crackled. The ants fell out and ran in despair, ran over the top and writhed, burning in the flames. I hooked a log and rolled it to the edge.

Now many ants escaped - they fled to the sand, to pine needles. But strange: they did not run away from the fire. Barely overcome my fear. They turned, turned, and some kind of force drew them back to their abandoned homeland! - and there were many who again ran up to the burning log, rushed over it and perished there.

(According to A.I. Solzhenitsyn)

Regulatory universal learning activities provide the student's ability to organize their educational and cognitive activity, passing through its stages: goal awareness - action planning - implementation of the planned, self-control and self-assessment of the achieved result.

[…] Regulatory universal learning activities include:

Accept and save the learning task; plan (in cooperation with the teacher and classmates or independently) the necessary actions, operations, act according to the plan;

Monitor the process and results of activities, make the necessary adjustments;

Adequately assess your achievements, be aware of the difficulties that arise, look for their causes and ways to overcome them.

• goal setting;
• planning;
• forecasting;
• control in the form of comparison of the method of action and its result with a given standard;
• correction;
• grade;
• volitional self-regulation as the ability to mobilize forces and energy; the ability to volitional effort - to choose in a situation of motivational conflict and overcome obstacles.

In the field of regulatory universal learning activities, students will be able to master all types of learning activities, including the ability to accept and maintain a learning goal and task, plan its implementation, including internally, control and evaluate their actions, and make appropriate adjustments to their implementation.

Tasks for diagnostics and formation of regulative universal educational actions:

• "deliberate errors";
• search for information in the proposed sources;
• mutual control;
• mutual dictation;
• learning material by heart in the classroom;
• "I'm looking for mistakes";
• quiz on a specific issue.

Mission "Detective"

For motivation, the meaning of the word “detective” is explained, an individual competition for the title “The Best Detective” is announced. Material: text with spelling and punctuation errors. The condition of the competition: whoever finds all the mistakes faster and correctly, is declared the winner. Time is ticked.

Several hours And owls wandered A hotnik p A forest. Grass in this l And su n And R A weak_ and e grinding sh O l for me X to whom, light_yellow moss, as if on a carpet. Occasionally O hru_snet some_ realties branch under the foot. It seemed that O l half_ of the forest, examining whether there is any trace somewhere_ or whether he broke A laziness some_ what branches are not about b Is there grass anywhere? Start t And crumple. old man p A chu f tiredness prevailed. But listen here And there was a weak visa To dogs. cost ahead And shaly branches and from_ for d And review f pok O branched antlers of a deer.

Task "Collect proverbs"

Each of the tasks is carried out in the process of discussion and presented to the class as a common solution. For motivation, you can use the form of a team competition-competition. Material: cards with proverbs. The card shows proverbs in which parts are confused: the first part is from one proverb, the second is from another. It is necessary to "collect" proverbs by combining the first and second parts.

A similar task can be thought up with phraseological turns. For example, different phraseological units with some keyword and their meanings are given. It is necessary to bring phraseological units and meanings in line.

Cognitive universal learning activities provide the ability to cognize the world around: the willingness to carry out directed search, processing and use of information.

Cognitive activities include universal learning activities:

Recognize the cognitive task;

Understand the information presented in a pictorial, schematic, model form, use sign-symbolic means to solve various learning objectives;

Perform educational and cognitive actions in a materialized and mental form;

To carry out the operations of analysis, synthesis, comparison, classification to solve educational problems;

Establish causal relationships, make generalizations, conclusions;
Cognitive universal are divided into actions:

general education,

Brain teaser,

Statement and solution of the problem.

General educational universal actions:

Independent selection and formulation of a cognitive goal;

Search and selection necessary information; application of methods

Information retrieval, including using computer tools;

Structuring knowledge;

Conscious and arbitrary construction of a speech statement in oral and

Writing;

Choice of the most effective ways problem solving depending on

specific conditions;

Reflection of methods and conditions of action, control and evaluation of the process and

Performance results.

Boolean generic actions:

Analysis to highlight features (essential, non-essential);

Synthesis - drawing up a whole from parts;

Comparison in order to identify features of similarity and features of difference, conformity and inconsistency;

Selection of grounds and criteria for comparison, classification of objects;

Summing up under the concept, derivation of consequences;

Establishment of causal relationships;

Building a logical chain of reasoning;

Proof;

Hypotheses and their justification;

Statement and solution of the problem:

Formulation of the problem;

Independent creation of ways to solve the problem of a creative and exploratory nature;

Tasks for diagnostics and formation of cognitive universal educational activities:

• "Find differences";
• "what does it look like?";
• search for excess;
• "mazes";
• ordering;
• "chains";
• clever solutions;
• drawing up support schemes;
• work with different kind tables;
• charting and recognition;
• work with dictionaries.

Exercise

"Mini-crossword" on the topic "Vocabulary"

[…]1. On the board is a mini crossword puzzle. The crossword contains two words that start and end the same way. Each word has 6 letters. Open Dictionary textbook with the letter "p" and find the words you have in mind.

2. Name the lexical meaning of the first word. What is the meaning of the second word?

3. Write down the nouns parterre And glider mark their emphasis.

Why is the accent mark not needed over the second word?

Exercise

Fill in the table "Letters b and b"

1. In winter, I would eat a fungus, but the snow is deep. (Proverb)
2. Flocks of birds fly away across the blue sea. (K. Balmont)
3. Here our bear roared at full bearish might. (N. Nekrasov)
4. It's raining cold, like ice. Leaves swirl across the fields. (I. Bunin)
5. The trees rustled merrily as spring returned to them; and only one spruce between them was silent and gloomy. (A. Pleshcheev)
6. Neither a beast, nor a bird, but a nose like a knitting needle; flies - screams, sits down - is silent. Whoever kills him will shed his blood (Riddle).

Communicative universal learning activities provide the ability to carry out productive communication in joint activities, showing tolerance in communication, observing the rules of verbal and non-verbal behavior, taking into account the specific situation.

Communicative universal learning activities include:

Enter into an educational dialogue with the teacher, classmates, participate in a general conversation, observing the rules of speech behavior;

Ask questions, listen and answer the questions of others, formulate your own thoughts, express and justify your point of view;

Build small monologues, implement joint activities in pairs and working groups, taking into account specific educational and cognitive tasks.

Plan educational cooperation with the teacher and peers - defining the purpose, functions of participants, ways of interaction;

To be able to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with grammatical and syntactic norms native language;

To form the ability to explain your choice, build phrases, answer the question posed, argue;

Form verbal ways of communication (see, hear, listen, answer, ask);

Form non-verbal ways of communication - through eye contact, facial expressions, gestures, posture, intonation, etc.);

To form the ability to work in pairs and small groups;

In the field of communicative universal learning activities, students will be able to

• take into account the position of the interlocutor (partner);
• organize and implement cooperation and cooperation with the teacher and peers;
• communicate information appropriately;
• display the subject content and conditions of activity

Tasks for diagnostics and formation of communicative universal educational actions:

• make a task for a partner;
• feedback on the work of a friend;
• group work on compiling a crossword puzzle;
• formulation of questions for feedback;
• “prepare a story…”, “describe orally…”, “explain…”, etc.

Work on the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, to master monologue and dialogic forms of speech is traditionally a priority in literature lessons. The development of the monologue form of speech is facilitated by work on the retelling of what has been read. In addition, literature textbooks contain many different tasks aimed at teaching children to create their own statements. These are tasks for creating an oral presentation with elements of an essay, tasks for continuing (adding) the read text, tasks for creating your own text based on artwork(text by analogy), tasks for creating small statements on a given topic in the form of narratives, reasoning, descriptions, as well as reviews, annotations, presentations.

Friend of my harsh days,

My decrepit dove...

In Mikhailovsky, in the midst of winter, which covered the country roads and the poet's old house with snow, Pushkin listened to his nanny's sweet tales - unusually simple and magical. (Paustovsky)

Reread the poem by A. S. Pushkin "Nanny". Explain the placement of punctuation marks in a sentence with an appeal. Make a conclusion how, with the help of appeals, you can express your attitude towards the person you are addressing. What else language tools(lexical, grammatical) serve as a means of expressing the author's attitude? Find them in the text you wrote down. Indicate in the text of Paustovsky synonyms for the word "magic"

One of the students expressively reads the text of Paustovsky, having previously prepared, then his analysis is carried out.

Task "Describe the subject"

Students are shown indoor flower orchid. Describe the flower by choosing one of the topics: "Description of an orchid" or "Amazing flower". What style is the first name typical for? And the second?

Mastering universal learning activities ultimately leads to the formation of the ability to independently successfully assimilate new knowledge, master skills and competencies, including the independent organization of the learning process, i.e. the ability to learn the orientation of students, both in various subject areas, and in the structure of the educational activity itself. Thus, the achievement of "the ability to learn" implies the full development of all components of educational activity.

1. Federal state educational standard for basic general education: approved by order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 (beginning) //Official documents in education. - 2011. - No. 8. - C. 9-35.
2. Municipal budgetary educational institution comprehensive school them. D. Tarasov, Ozersk, Kaliningrad region. Program for the development of universal educational activities (basic education), Ozersk, 2011
3. Course "System of work educational institution on the development of universal educational activities in the context of the implementation of the Federal State Educational Standard LLC "ANO DPO "Interregional Center for Innovative Technologies in Education" p. 22
4. Module 2 "Universal learning activities" ANEO "Interregional Center for Innovative Technologies in Education" p. eleven
5. Educational-methodical set on the Russian language. L. A. Trostentsova, A. D. Deikina, S. I. Nevskaya; Publishing house "Exam"; Moscow. 2008 With. 114-115.
6. Scientific and methodological journal "Russian language at school" No. 3, 1993, p. 50, 54.

Musina Albina Marsovna

Teacher of Russian and literature, school 61,Magnitigorsk

[email protected]

The sample tasks for forming flexible educational activities at the Russian and literature lessons

Abstract. The article is dedicated to the problem of forming flexible educational activities under the requisition of National Education Standards. There are some typical assignments for forming the types of flexible educational activities: personal, regular, cognitive and communicative.

keywords: Russian language, literature, proverbs, idioms, crossword, text analysis.

USE 2019. Russian language. Typical test tasks. Doschinsky R.A., Smirova M.S.

M.: 2019. - 144 p.

The authors of the assignments are specialists who are directly involved in the development of assignments for the exam. Typical test tasks in the Russian language contain 14 options for sets of tasks, compiled taking into account the requirements of the Unified State Exam in 2019. The purpose of the manual is to give readers an idea of ​​the structure and content of KIM in the Russian language, the degree of difficulty of tasks. The collection contains answers to all variants of tests. In addition, examples of forms used in the exam for recording answers are given. The manual is addressed to high school students for self-training and self-control, as well as teachers to prepare students for the Russian language exam.

Format: pdf

Size: 2.8 MB

Watch, download: drive.google

CONTENT
Typical USE answer forms 4
Work instructions 6
Option 1
Part 1 7
Part 2 15
Option 2
Part 1 16
Part 2 24
Option 3
Part 1 25
Part 2 33
Option 4
Part 1 34
Part 2 42
Option 5
Part! 43
Part 2 51
Option 6
Part 1 52
Part 2 59
Option 7
Part 1 60
Part 2 68
Option 8
Part 1 69
Part 2 77
Option 9
Part 1 78
Part 2 86
Option 10
Part 1 87
Part 2 95
Option 11
Part 1 96
Part 2 104
Option 12
Part 1 105
Part 2 113
Option 13
Part 1 114
Part 2 122
Option 14
Part 1 123
Part 2 131
Answers to tasks 132
Part 1 132
Information about the texts of part 2 136

The examination paper consists of two parts containing 27 tasks. Part 1 contains 26 tasks, part 2 contains 1 task.
3.5 hours (210 minutes) are allotted to complete the examination paper in the Russian language.
The answers to tasks 1-26 are a number (number) or a word (several words), a sequence of numbers (numbers). Write your answer in the answer field in the text of the work, and then transfer it according to the samples below to the answer form No. 1.
Task 27 of part 2 is an essay based on the read text. This task is performed on the answer sheet No. 2.
All USE forms are filled in with bright black ink. It is allowed to use a gel, or capillary, or fountain pen.
When completing assignments, you can use a draft. Draft entries do not count towards the assessment of the work.
The points you get for completed tasks are summed up. Try to complete as many tasks as possible and score the largest number points.

1. Indicate the answer options that correctly convey the MAIN information contained in the text. Write down the numbers of these sentences.
1) "History of the Russian State" N.M. Karamzin was not the first historical book in Russia, but it was she who opened the history of the Fatherland to a wide educated public.
2) Multi-volume "History of the Russian State" N.M. Karamzin, although it was not the first historical book in Russia, but it was she who, thanks to a number of advantages, served as the formation of national self-consciousness.
3) The book of N.M. Karamzin's "History of the Russian State" tells about Russian history, but at the same time it has exceptional literary merit, recognized by a wide educated public.
4) The multi-volume work of N.M. Karamzin "History of the Russian State", which is distinguished by scientific scrupulousness and literary merit, although it is not the first historical book in Russia.
5) "History of the Russian State", which tells about events from ancient times to the reign of Ivan the Terrible and the Time of Troubles, was not the first historical book in Russia.
Answer:

Typical tasks on the formation of UUD at the lessons of the Russian language

• Performed
• teacher of Russian language and literature, MBOU secondary school No. 6, Pyt-Yakha
• Polishchuk A.K.

• Personal (self-determination, meaning formation, moral and ethical orientation)
• Regulatory (goal setting, planning, forecasting, control, correction, evaluation, volitional self-regulation)
• Cognitive (general educational, logical, setting and solving problems)
• Communicative (Communication and interaction, group work)

• Self-determination (internal position of the student, self-esteem)
• Meaning formation (formation of the motivational sphere of the personality)
• Moral and aesthetic orientation

• Task "Analysis of the text". The theme of the lesson is "Language and Speech" (review).
• Purpose: to come to an understanding of the need to protect one's native language, to value and protect it, to experience a sense of pride in the richness and inexhaustibility of the language.
• Read the statement, answer the question: How do you understand it?
• “In front of you is a mass - the Russian language! Deep pleasure calls you, pleasure to plunge into all its immensity and catch its wondrous laws. Gogol N.V.

• "Look at the root"
• Once upon a time there was a pink elephant, and he was not like the others. All the elephants are gray and he is pink. The pink elephant was all alone. As a snow-white cloud wanders in the sky, so he wandered in search of food and friends. The gray elephants did not accept him because the pink elephant could not sing gray songs like they did. Dreaming of being with them, he thought: “The better I sing my pink song, the faster they will love me. He did not understand that pink songs and pink poems are not needed by gray elephants. They didn't want to know that there was pink in the world like happiness. Rejected, he went into the forest and, taking pink paint, painted beautiful country. In this country, everything was pink, like cotton candy. Pale gold and pink clouds appeared above the blue of the sea, as if a fairy-tale country sparkled there too. pink, like good wizard made everyone really happy. It is a pity that the gray elephants did not understand this.
• Tasks.
• 1) How would you title the proposed text?
• 2) Why?
• 3) Who is closer to you: a pink elephant or a gray one?

• Topic "Degrees of comparison of adjectives"
• Task "Questionnaire of friends"
• Create a "Questionnaire of Friends", Compose questions for the questionnaire, using the degrees of comparison of adjectives. Fill out the first page of “About Me” yourself, then pass the questionnaire on to friends and relatives.

• Text analysis
• 1. Read the statement, answer the question: How do you understand it?
• “In front of you is a mass - the Russian language! Deep pleasure calls you, pleasure to plunge into all its immensity and catch its wonderful laws. Gogol N.V.
• 2. Give examples of the lexical, morphemic, syntactic richness of the Russian language.
• 3. Prove that you own a variety of lexical means for expressing thoughts. Continue the synonymous rows (who is more?). Which dictionary should be consulted in case of difficulty?

• Game task "My universe". Task description: students are asked to draw circles on the landscape sheet - one in the center, and eight around it. Then connect the central circle with the rest of the circles-planets with lines-rays. IN central circle write the letter "I", and in others - the endings of the following sentences:
• 1. My favorite pastime...
• 2.My favorite color...
• 3.My best friend...
• 4. My favorite animal...
• 5.Mine favorite time of the year...
• 6. My favorite literary hero ...
• 7. My favorite piece of music...
• 8. My favorite movie...
• Children compare their answers, a group discussion is held.
• Issues for discussion:
• - What have you learned about yourself?
• How can you benefit from what you learned today?

• Task "Interview for a youth magazine".
• Imagine that you have been assigned to interview a popular artist. And you are faced with the task of compiling such questions that allowed the readers of the magazine to get to know him and his work better. Find out how the artist achieved such success? What creativity famous people influenced his choice? What words would you use to describe your work, your music that you compose? What influences the choice of topic for writing lyrics?

• Topic "Spelling"
• Questions: Why do we need to know the rules of spelling? Where can they be useful to you in the future? Have you met with cases when adults did not know the rules of spelling? What were you thinking at that moment?

• Topic: "Spelling of verbs."
• Tasks: fill in the missing letters
• 1. Who loves to work ..sya, he (not) sits idle.
• 2. (Not) good for thin praises..sya.
• 3. The one who (does not) do nothing is not mistaken.
• 4. You will cure the ignorant with no l..karstva (not) ..
• Answer the questions:
• 1.About what moral character a person is spoken of in proverbs?
• 2. Why are these qualities valued by the people?
• 3. Which of the proverbs do you like best and why?

• Topic: "The main idea of ​​the text." Honest man.
• Have you ever heard adults say about someone: “A decent person”? And have you thought about what the word "decent" means? Maybe a person who loves order, is neatly dressed, does not scatter his things around the apartment, comes to work or school on time? Yes, the root of this word is "order". But we are not talking about a simple order, but about the structure of life itself. This order is loyalty, honesty, nobility, the ability to understand someone else's misfortune and rejoice in someone else's luck as if it were your own. The more such order will be around us, the happier people will live.
• Tasks:
• 1. What does a decent person mean, according to Yu. Yakovlev?
• 2. How do you understand the word "decent"?
• 3. In which sentence is the main idea of ​​the text formulated?

• Read the story of V.A. Oseeva "Bad".
• The dog barked furiously, falling on its front paws. Directly in front of her, nestled against the fence, sat a small disheveled kitten. He opened his mouth wide and mewed plaintively. Two boys stood nearby and waited to see what would happen.
• A woman looked out the window and hurriedly ran out onto the porch. She drove the dog away and angrily called out to the boys:
• - Shame on you!
• - What's embarrassing? We didn't do anything! the boys were surprised.
• - That's bad! the woman replied angrily.
• Buildings to the text:
• 1. What is the text about?
• 2. Why is the story called "Bad"?
• 3. Is a woman's reaction to the behavior of boys fair?
• 4. Has a similar situation happened to you or your friends?
• 5. What would you do if you were the boys in the story?

• Work on an essay based on the painting "Again deuce"
• Questions:
• What would you do in the place of the boy? Have you ever been in a similar situation? What feelings did you experience?

• Students are invited to answer the questions in free form in writing: - Who do you think can be called a good student? List the qualities of a good student. - Can you be called a good student? - How do you differ from a good student? What do you need to be able to confidently say to yourself: “I am a good student”?

• goal setting
• Planning
• Control
• Correction
• Forecasting
• Volitional regulation

• Lesson topic: "Spelling prefixes on z and s."
• Goal setting and setting problematic issue lesson.
• Reading keywords lesson: Prefix, spelling - consonant letter, deaf consonant, voiced consonant.
• Predict the purpose of the lesson.(To know the new kind spellings, what spellings - there are consonant letters, learn how to write a spelling - the letter of a consonant in a prefix.)
• Choose a suitable prefix for each segment of the word. Read the resulting words.
• ... delnik, ... order, ... tremble, ... final, ... complain, ... vanish
• And if you had to write down the words, what problem would you face? Why?

• Topic: "Noun"
• Question: What could be the purpose of our lesson?
• All student responses are recorded on the board. Discussion, identification of the main.

• Lesson topic: "Adjective as a part of speech."
• Task: choose from the proposed statements the one that reveals the purpose of our lesson:
• 1. Remember what parts of speech we know.
• 2. Determine independent and service parts of speech.
• 3. Learn to identify morphological features And syntactic role adjective name.

• Lesson topic: "Adjective as a part of speech."
• Tasks:
• 1. What morphological features of the adjective do you know?
• 2. The adjective has other features. Do your own observation of the paragraph and look for these signs.
• 3. Read the text, make a plan, retell it according to the plan.
• 4. Make a conclusion, correlate it with the definition of the textbook.

• Task "Make a plan to achieve the learning goal." At the lesson, the goal was formulated: "We need to learn a new action: how to write words without errors with alternating vowels a-o in the root -lag-, -false-".
• Make a plan to achieve this goal. To do this, use the suggested actions: place them in order: 1, 2, etc.
• a) Recall the rule and procedure for checking the spelling of double consonant letters.
• b) Recall the rule and procedure for checking the spelling of letters of unstressed vowels in the root.
• c) Look in the textbook for the rule for choosing the letter a or o at the root -lag-, -false- to check your version.
• d) Observe the actions of the teacher - maybe he will tell you how to write correctly.
• e) Determine whether it is possible to check the spelling of the letters a–o at the root -lag-, -lozh
• f) Observe how words with alternating vowels a–o are spelled correctly at the root -lag-, -lie and try to see the pattern: in which case “a” is written, in which case - “o”.
• g) Ask the smartest excellent student how to write correctly.
• h) Based on the identified pattern, formulate a rule and procedure for checking spelling. Write down the procedure (plan): 1 2 3 4 5

• Topic: “Parts of speech. Repetition"
• Task: make a plan for an oral story about any part of speech, check yourself in the textbook.

• Task 1. "Tell everything you know about this part of the speech according to the plan"
• Lesson topic: "Noun"
• Purpose: to develop the ability to correlate the result obtained with the sample, to find and correct errors.
• Task: Tell everything you know about the noun according to the plan:
• 1. What does it mean?
• 2. What questions does it answer
• 3. Morphological features (permanent, non-permanent).
• 4. Syntactic role in the sentence.
• Is everything correct in your story? (Read the rule in the textbook).

• Task "Check knowledge with a neighbor." Lesson of systematization and generalization of knowledge in the section "Word formation and spelling".
• Plan.
• What is word formation?
• What word formation methods do you know? What is derivational parsing?
• What is a word chain?
• Practice Activity: Students receive activity cards that are also graded by a neighbor. Students explain their mistakes to each other. 2 people do this task on the closed side of the board (for later verification).
• Practice block:
• 1. Conduct a word-formation analysis: insensitive, sprout, exit, leaf, all-terrain vehicle, fly, snowless, fellow student, chair-bed, sunrise.
• 2. Compose a word-building chain of words: insensitivity, heating.

• Task: write off the text from the card, inserting the missing spellings and punctograms. Check yourself on the control card, put an assessment, make a list of topics that cause difficulties.

• "Check your knowledge with a neighbor."
• Theoretical task: compose an oral story according to the plan, tell it to a desk mate. After completing the task, several people present their answer to the class.
• Practical task: write off the text, highlight the verbs.
• Students explain their mistakes to each other. Two people do this task on the closed side of the board (for later verification).

• The topic of the lesson is "Noun".
• Task: write down dictionary words and check their spelling in a spelling dictionary.

• Task: Rewrite the words from the board, place the stress, check yourself in the spelling dictionary.

• Theme: Alphabet
• On the slide are the names of the works of A.S. Pushkin. Task: Write them down alphabetical order. Compare your work with the control slide.

• Exercise:
• 3. What difficulties may arise during parsing?

• Subject: Obsolete words
• Suggestions given:
• The lady drew attention to the zeal of Gerasim. Just in case, Gavrila sent a postilion for the hozhal. A quarter of an hour later the lady rested soundly and peacefully.
• Exercise:
• What difficulties arise when reading these sentences?
• Why are some words unclear?
• What is special about these words?
• In which dictionary can you find the meaning of these words?

• Task: Read the sentences.
• Talk about your feelings.
• As you say, so be it.
• Questions:
• What difficulties do you think might arise when writing these words?
• What do you think the spelling of these words will depend on?

• Topic: "Phonetic analysis of the word."
• Exercise:
• 1. Perform phonetic analysis of the selected word.
• 2. Is it enough to know the order phonetic parsing?
• 3. What difficulties may arise when performing
• parsing?
• 4. What are the features of the sound composition of the selected word?

• Task: the teacher asks to listen musical composition"Music summer rain and verbally talk about an imaginary picture.

• A slideshow of bright rainbow pictures to the wonderful music of Igor Krutoy will create positive mood at the guys.
• Task: Listen to a musical composition and verbally describe an imaginary picture.

• Theme "Particle"
• Task "YES-NO"
• Answer the questions with the words YES and NO (questions on the slide):
• 1. A particle is a service part of speech.
• 2. Particles can only bring additional shades to sentences.
• 3. Particles are formative and semantic.
• 4. WHETHER, REALLY, REALLY - these are exclamatory particles.
• 5. There are parts of speech homonymous to particles.
• 6. NOT and NI are negative particles.
• 7. The particle is a member of the sentence.
• 8. - KA is a particle.
• 9. WOULD, LI, SAME are written separately.
• 10. Particles HARDLY, HARDLY express doubt.
• Look at the next slide, check yourself by putting a plus or a minus.

• A presentation with music is turned on, and words of different parts of speech appear on the slides and students are invited to make sentences, describing their feelings when listening to the melody.

• general educational
• brain teaser
• Problem posing and solving

• Topic: "Phonetic analysis of the word." Tasks:

• Topic: Polysemantic and single-valued words.
• Riddles given:
• They are usually for sewing,
• And I saw them at the hedgehog.
• Happen on a pine tree and a Christmas tree,
• And they are called ... (Needles)
• White flies flew
• They sat on the yards, on the roofs.
• Do not count the white flies,
• That fly like fluff. (Snowflakes)
• In a notebook, I am oblique and straight,
• In a completely different meaning
• I am a drafting board.
• And finally, sometimes I’ll line up everyone. (Ruler)
• Exercise:
• Solve riddles.
• Find the spellings in the clue words.
• What do these words have in common?
• What is their difference? Is there an extra word here?

• Determine the part of speech of homonymous words. Justify your answer. Write the conclusions in a notebook.
• The commander spoke simply and convincingly. “I was just blinded by the bright flash of light.
• Small spool but precious. - Long live peace on the planet!

• Topic: "Phonetic analysis of the word."
• Tasks:
• 1. Confirm with examples from the text that one letter can mean two sounds.
• 2. What letters and when can they represent two sounds?
• 3. In what cases can the number of letters and sounds not match?

• Lesson topic: "Indefinite pronouns."
• Task: Make up a fairy tale or a funny story using indefinite pronouns.

• Tasks:
• 1. How is the sound composition related to orthoepy?
• 2. How is phonetics related to spelling?
• 3. Compose a story or fairy tale using dissimilar nouns.

• Topic "Spelling of prefixes PRE-and PRI"
• Creative homework: compose a fairy tale about how the prefixes PRE- and PRI- quarreled.

• Come up with a fairy tale about morphemes on the theme "The Kingdom of morphemes." Once upon a time there were morphemes, and then one day ... ..
• Make up questions for the story.

• Task: Read to yourself the letters that came to the forest school. Choose the letter you like. Tell me why.
• Task: Read the text and guess who the author of the letter is.

• Divide the words into two groups:
• LOW, FAST, SLOW, LATE, LEFT, RIGHT, LEFT, RIGHT
• On what basis did you distribute adverbs? Tell us about your findings.
• Subject: Word Root
• Exercise:
• Why you need to use the root of the word for explanation lexical meaning words?

• Theme "Proper names".
• Long-Term Homework: Do a mini-research about unusual names own, related to your family. Present the results of the research in class.

• one of the questions. Dictionaries and the following will help you do this.
• sources (recommended in each case)
• teacher).
• Do not forget to illustrate scientific positions and conclusions
• specific examples.
• 1. Are the words of the same root: piece, snack, bite, temptation, art, skillful?
• 2. Are the words with the same root: wasp, axis, aspen, donkey,
• 3. Is it true that the given words can be
• different parts speech: evil, good, oven, know, mine, barking, glue, three?

• Communication and interaction
• Group work

• Task: Prepare a detailed answer - a study on
• one of the questions. Dictionaries and the following sources will help you do this (recommended by the teacher in each case). Do not forget to illustrate scientific positions and conclusions with specific examples.
• Discuss with classmates:
• 1. Are the words with the same root: wasp, axis, aspen, donkey,
• base, skeleton, island, sharp?
• 2. Is it true that the above words can be different parts of speech: evil, good, oven, know, mine, bark, glue, three?

• Task: Try to answer these questions on your own, then discuss in groups, and then read what the reference dictionaries tell us and draw the appropriate conclusions.
• - Why sometimes, characterizing a person, we say: “Lisa Patrikeevna”?
• - We all know about Olympic Games, and why is imperturbable calm called Olympic?
• - Is discussion required? important issue, which in our time is often called a round table, takes place at a round table?
• (Lisa Patrikeevna. Disapproved. Or ironic. About a cunning, two-hearted person, a deceiver.
• Olympian calm. Unruffled calm.
• Round table. Book. meeting, discussion equal rights participants).

• Subject. Letters s-and after c. Grade 5
• Task 1. "Tell the rule." The first group discusses the rule for writing a letter s after c, and the second - the spelling of the letter And after c. Then the captains of both teams change places and tell their rule to another group in such a way that all members of the group can tell in front of the whole class. When the captains return to their seats, the teacher asks any of the team to give a full answer about the spelling of letters s-And after c.
• Functions in the group: 1) captain 2) time keeper; 3) speaker; 4) organizer of communication; 5) designer.

• Topic: "Phonetic analysis of the word" (work in pairs).
• Task: Prepare answers to the questions:
• What letters can represent two sounds?
• 2. In what cases do these letters represent two sounds? Give examples.
• 3. What consonants are called sonorants? What are their features?
• 4. Perform a phonetic analysis of the proposed words: sea, anchor, cabin, departure.
• The students listen to the answer of the neighbor in the desk and evaluate it. The whole class listens to several answers. Then the students exchange notebooks, check the correctness of the phonetic analysis of words and evaluate it.

• Group project "Portrait of one word"
• Instruction:
• 1. Break into 4 groups.
• 2. Choose a word to work with.
• 3. Find this word in various dictionaries and encyclopedias.
• 4. Find out how often and where this word is used now.
• 5. Combine the results of your searches into a presentation.
• 6. Select a speaker.
• 7. Present your project to classmates.