Vowel alternation gor gar zor zar exercise. Presentation for a Russian language lesson (grade 5) on the topic. I. Organizational moment

Date

Class: 6

Lesson: Russian language

Lesson type: new knowledge lesson

Topic: Spelling of vowels in roots determined by stress: -gar- – -gor-,

-zar- – -zor-, -creature- – -creation-, clan- -clone-

Goals: introduce students to a new topic: alternating vowels O - A in the root of a word, determined by stress, promote the formation of functional literacy, develop critical, logical thinking, speech skills, and cultivate a love for the subject.

Using the Face to Face program modules:
New approaches to teaching: dialogue at all stages of the lesson, collective and individual work
Working with the talented and gifted: the “Teach Another” strategy
Teaching critical thinking: creating a problem situation “Brainstorming”
Teaching in accordance with age characteristics: material (content), lesson form, teaching techniques and methods correspond to the age characteristics of schoolchildren
Assessment of learning and assessment for learning: assessment occurs at each stage of the lesson in the form of verbal encouragement, reflection, self- and mutual assessment
ICT: music for charging

Lesson progress

Org. Moment

Creating a collaborative environment

Everyone loves to receive gifts and today I want them to congratulate each other on the beginning of the quarter, give each other pens and wish each other success.

Vocabulary dictation

Arrived, half the sky, chicken, stick, excellent, half a watermelon, suburban, section, half a liter, wonderful

9-10 –

6-8 -

3-5 -

Peer review/evaluation

Learning new things

Today we have a lesson on the topic “The letters o - a in the root with alternation.” Let's remember what “alternation of sounds” is?
When words are formed and changed, some sounds may be replaced by others in the same part of the word.
This replacement is called hbetween sounds: pre-sexG assumeand it
Your goal is to find out in what cases the alternation of vowels o-a occurs in the indicated roots, and to master the method of choosing A-O in the roots.

Brainstorm

Cards for each pair.Highlight the roots and put the emphasis. Draw a conclusion

1 pair –
Tan, cinder, burn, scorched, sunbathing, fumes

Conclusion: In the root with alternating –gor-, -gar- the letter O is written in an unstressed position

2 pair –dawn, glow, dawn, dawn, illuminate, lightning Conclusion: In the root with alternating –zar-, -zor- the letter A is written in an unstressed position

3 pair –swimmer, buoyant, floater, swimming beetle, fin, buoyancy, excellent swimmer Conclusion: In the roots – plav-, - plov-, plov is written only in the words swimmer, swimmer

4 pair - bent, bow, bow, inclination, etc. e bow down, bow down

Conclusion: In roots with the alternation -clan-, -clone- under stress it is written a

At the root with the alternation -tvor-–tvar-, -tvar- is written only in the word Utensils.;

Compare your conclusions with the rule in the textbook

And then we will all complete our concept card in the form of a flower.

Peer education

Students draw up their conclusions in the form of a piece of paper, attach it to a flower, and explain the new topic.

(each pair works only with its roots and highlights the rule associated with stress)

Consolidation (Work at the board)

Choose a spelling: A or O.

G..heater, heat..heat, sun..r, warm..warmed, coal..r, sun..heated, warmed up, warmed up.

Bow your head, deviate to the side, bow to a deity, kneel, steep slope, bow your head, deviate from the norm.

Graphic dictation (+ physical minute). Insert the required letter into the table.

1

2

3

4

5

6

7

8

9

10

O

A

O

O

O

A

A

O

O

A

1. tan
2.illuminate
3.swimmer
4.burnt
5.dawn
6.bow
7.tan
8.bend down
9.worship
10.swim

Physical exercise “Stand up and sit down” O- stood up A - sat down

Independent work . Self-test using ready-made answers. Self-assessment

Reflection

I know that in the roots……. under stress it is written ....

I didn’t understand when the letter … is written in the roots….

Peer assessment

D.z. come up with 5 sentences using the words learned in class

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Slide captions:

Spelling of roots with alternation a - o (-gar - ― -gor-, -zar - - -zor -) Author: Titova Tatyana Nikolaevna teacher of Russian language and literature, Municipal Educational Institution "Belyanitskaya Secondary School, Sonkovsky District, Tver Region"

Exposition, adjective, lay flowers, appendix to the magazine, assumption, adjective, addition, position, expound, lower live, rely, postpone. -What does the spelling o - and in the roots - lag - ― - lie -, - kas - ― - kos - depend on? Working with signal cards o o o o o o o o a a a a o a

Find and write words with alternating roots Sandwich. An eccentric mathematician lived in Germany. He accidentally folded the bread and sausage. Then I put the result in my mouth. That's how Man Invented the Sandwich. Folded, put

The letters o - and in the roots -gar - ― - gore -, - zar - ― - zor - Meaning of the words: Burn - succumb to the action of fire Burn - be destroyed by fire Burn - be poisoned by fumes

Spelling Korengrad

Before you are the words: Mountain, burn, mountainous, tan, carbon monoxide, mountainous. -Distribute these words into their family nests. The meaning of one is “to rise”, the other is “to glow”.

Let's check Rise Burning mountain burn mountainous tan mountain carbon monoxide

Let's think about when we write A, when O? Tan Soot Heat Burnt Burnt Burnt Burnt Burnt Burnt Burnt Burnt Combustible Combustion

According to the rule, where the accent commands, the roots of zar-zor and clan-clone live.

Tanned, inclination - Dissolution, insight - What to write with stress, What to write without stress? We write under stress, Without a doubt, what we hear. If the sound is without stress, it raises doubts.

We will reason like this: 1. I determine in what position the vowel sound is Strong (under stress) Weak (without stress) Conclusion: I write as I hear Conclusion: I write: - gor-, but -zar -

Fill out the table using the following combinations: -hot- -gar- Heated pie, heated path, candle heat, hot tea, burning sunset, carbon monoxide, fireproof cupboard, fire .mature young man, a blazing fire, a tank with fuel, a strong climate

Burnt pie Burnt trail Hot tea Soot from a candle Burning sunset Carbon monoxide Fireproof cabinet Heavy fumes Tanned young man Flaming fire Fuel tank

Cinder track is a track for sports running with a special cinder coating. Cinder is small, loose residue from the combustion of coal.

Working with a punched card 1. Drawn, edited... if, charged... if 2. Hall... live, urgent... business, follow... live hands 3. K.... touch, touch... dream, inaccessible... main supply 4. R... vegetable oil, touching the iron, r...drain 5. F...fell with a finger, careless touch...d...removed 6. Z...rka, z...gar, hot...dry pie 7. Z...rnitsa, carbon... gas, heated... porridge

Write a story about what new things you learned in class. (Don’t memorize a paragraph or a rule, but in your own way, as you understand, tell it and give examples). Those who find it difficult to complete the first task can talk about a new topic using the textbook. (Paragraph 51) For those who love creativity, the task is different - come up with a fairy tale about mountains. Homework

a a a a a a a a o o o o o

Resources: http://artofwar.ru/r/rybak_e_i/msworddoc-18.shtml dawn with birch http://old.uralpress.ru/art99123.htm morning dawn http://lol54.ru/other/11155-ogon .html fire http://www.greenmama.ua/nid/1734148/mode/comm/ mountain http://www.pressfoto.ru/@mr.brightside/?page4 http://namonitore.ru/wallpapers/big /rossip_ostrovov_1280.html islands http://muz-na-chas.okis.ru/price.html bow sandwich http://justclickit.ru/other/house.php house http://justclickit.ru/other/house. php house http://justclickit.ru/other/house.php house http://www.gifmania.ru/Animated-Gifs-Animated-Letters/Animations-Punctuation-Marks/Images-Question-mark/index12.htm question people http://www.gifmania.ru/Animated-Gifs-Animated-Letters/Animations-Punctuation-Marks/Images-Question-mark/index10.htm question mark http://forum.nashtransport.ru/index.php?autocom =blog&blogid=156&showentry=4227 cinder path

There are roots in which writing letters in place of unstressed vowels does not correspond to the general rule, but is subject to tradition. These include the following roots with alternating vowels.

1. Roots with letters a and o.

gar - mountains In place of the unstressed vowel the letter o is written, although under the stress - a, for example: burn, scorch, scorch, burn out, tanned, fire victim, combustible; But: soot, tan, soot, fumes. Exceptions (gar without accent): residue, dross, scorch, cinder(along with the cinder option).

zar-zor. In place of an unstressed vowel, a is written: dawn, lightning, glow, illuminate, illuminate, illumination, robin(bird), lightning; under stress - a and o, cf.: glow, radiant, radiant and dawn(plural of the word dawn), dawn, dawn, dawn, dawn(military signal, usually in the expression to beat or play dawn).

kas - kos. This root is written a if the root is followed by a; in other cases it is written about: cf. touch, touch, touch, touching, touching, but touch, touch, contact, inviolable(the vowel of the root does not occur under stress).

clan - clone. In place of an unstressed vowel, o is written, for example: bow down, bow down, bow down, bow down, bow down, bow down, bow down, bow down; under stress - o and a: cf. bow, incline, bow down, inclined, adamant And bow, bow, bow.

speck - crop. The letter o is written without emphasis in words meaning “to cover with drops, splashes”: sprinkle, sprinkling(from sprinkle), sprinkle, sprinkled, sprinkle; the letter a - in words with the meaning “to cover with small specks, dots”: marked, marked(from drip meaning “to cover with specks, to apply specks”), inclusion. Under stress - only a: speck, speck, speck, intersperse, interspersed, speck.

lag - log - lie . In place of an unstressed vowel, a is written before g, and before z - o, for example: state, impose, assume, attach, decompose, urgent, delay, vagina, adjective, term, versifier, But: lay down, lay out, set aside, lay down, offer, attach, presentation, position, sentence, versification, cover, put aside. The emphasis is always on: tax, pledge, forgery, forged, put, put. In the word polog, where the root -log- is no longer distinguished in the modern language, o is written without stress before g.

pop - mok - moch . In place of the unstressed vowel, the letter a is written before k in words meaning “dip, immerse in liquid”: dip, dip, dip; letter o - in words meaning “get wet”: get wet, get wet, get wet, get wet(in the rain), in words derived from wet (e.g., wet, phlegm, phlegm, woodlice) (under stress - in words wet, get wet, get wet, get wet etc.), and in words with the meaning “to dry with something that absorbs moisture”: get wet, get wet, blotter, blotter. Before h there is always the letter o, for example: wet, soak, wet, soaked(cf. under emphasis: wets, soaked; about verbs in -ivat type wet, soak see § 34, note 2).

pay - sing (in the verb solder and words with the same root). A is written without accent: solder, solder, unsolder, soldering iron etc. Under stress - a and o: cf. sealed, sealing, soldering, soldered and solder, solder.

swim - swim. A is written without accent: floating, fin, floater, floater(grass; beetle; water possum), plover (beetle), phalarope (bird), float, floatable, afloat, floating; but: swimmer and swimmer with the letter o. Under stress - only a: swim, timber rafting.

Note. In a word quicksand(ground) letter is written s, as in other words derived from the verb float - float: float, float, blur etc.

equal - equal The letter a is written in words related in meaning to the adjective equal “identical”, for example: equate (someone with someone), equal (something or with someone. ), equate, equalize, compare, comparison, equalize(in something), equalize (score), straighten, level out(for example, lines - “make equal in length”), equalize, equation, leveling, equal, equal, equal, balance, equinox, equal, equal.

The letter o is written in words related in meaning to the adjective “smooth, straight, without unevenness”, for example: level (bed, road surface), level out, level out, level out, level out(make it even, smooth, straight).

However, in words equally, same age related in meaning to equal, the letter o is written; in the word plain, related in meaning to equal, there is the letter a. In words with an unclear relationship, the following is written: the letter a - in the verb to equal (in a line, during construction) and words derived from it equalize, equalize, level out(in service); the letter o - in combination the hour is not equal, in the word level.

different - different In numerous compound words with the first part diverse (various, versatile, discordant etc.) the letter a is written without stress, in the word separately - the letter o. Under the accent - a ( different, difference, vary) and about ( discord, discord, scattered).

ros(t) - ras(t) - rasch. In place of an unstressed vowel is written: a) before s (without subsequent t) - the letter o: grew, grew, grew, grown, thicket, overgrowth, algae, undergrowth; the exception is the industry and its derivatives ( sectoral, intersectoral, multi-sectoral); b) before st - the letter a, for example: grow, grow, grow, grow, grow, grow, grow, grow, germinate, grow, grow, increase, increase, age, plant, vegetation, wild; exceptions: sprout, growth, usurer, outgrowth, growth, outgrowth, outgrowth, sprout, teenage(along with the teenage option); c) before u always a, for example: grow, grow, grown, increase, build-up, fusion.

Under stress before s (with and without subsequent t) - only o, for example: growth, growth, outgrowth, teenager, overgrowth; grew, overgrown, grown up, tall, wild plants.

skak - skok - skok - skoch. If the root ends in k, then the letter a is written in place of the unstressed vowel, for example: gallop, gallop, gallop, gallop, skipping rope, galloping, galloping, galloping, although the emphasis is o, for example: jump, jump, bounce, jump, jump(for verbs in -ivat like jump, see § 34, note 2).

If the root ends in h, then the letter a is written in the forms of the verb to jump and verbs derived from it (for example: I'm galloping, galloping, galloping, galloping, galloping, galloping), as well as in the elephant there is a jump (the forms of the same verbs serve as a check - for example, gallop, let's gallop, and derivatives jump, gallop); letter o - in prefixed verbs with -skochit (for example: jump up, jump up, jump up, jump out, jump out, jump out, jump off, jump up) and in the word upstart (check - forms of the same verbs, except to jump out: jump up, jump off etc.).

Wed: I'll skip (one hundred versts), skip it(verb forms gallop, gallop) And I'll pass, I'll pass(verb forms slip through, slip through); I'll jump, I'll jump(verb forms jump up, jump up approach at a gallop") and I'll jump, I'll jump(verb forms jump, jump"to quickly move closer to someone or to rise sharply").

creation - creature. In words create, creation, creator, created, create etc. the letter o is written without accent; under stress - not only about ( creative, creativity), but also a ( creature, created). In the word utensil, where the root -tvar- is no longer distinguished in modern language, a is written without stress.

2. Roots with letters i and e.

shine(k,t) - shine - shine. In place of the unstressed vowel, the letters i and e are written: i - before st with the subsequent stressed a, for example: shine, shines, brilliant, brilliance, resplendent, sparkle; e - in other cases, for example: shine, shine, brilliant, shining, sparkle, sparkle, sparkle, sparkle, reflection, sparkle, sparkle, sparkle, shine. Under stress - e and e: shine, glitter, shining; sparkle, sparkle, sparkle, glitter.

vis - weight. In place of the unstressed vowel, a letter is written in the verb hang (hang, hang) and its derivatives ( to hang, to hang etc.), as well as in prefixed verbs with the common part -hang: hang, hang, droop etc. (cf. under emphasis: hang, hang, hang); letter e - in words hang out, signboard, suspended, hinged, suspended(cf. under emphasis: hang, hang, hang).

lip-lep. In the words stick, stick, etc., the letter and is written in an unstressed position (cf. under stress: sticky, stick), and in words sculpt, stick, stick etc. - letter e (cf. under stress: sculpts, sticks, sculpting).

sid - se(d). In place of an unstressed vowel, the following are written: the letter i - before the soft consonant d - in the verb sit (sit, sit) and its derivatives ( sit, sit up, sitter, get-togethers etc.); the letter e - before the hard d: rider, saddle (in the latter in the plural forms - e: saddles), saddle, seat, sciatic, sit, sit, press, squat, assessor, chairman, and also - before soft d - in derivatives from the word saddle ( saddle, saddle, saddle, saddle). Under stress - and and e, for example: sitting, imprisonment, diligent; sit down, sit down, village, homebody, fidget, hen, squat; in the forms of the verb sit and prefixes - also a (in writing i): I'll sit down, sit down, sit down.

Note 1. About writing vowels And And e in verbal roots with a fluent vowel, see § 36.

Note 2. In verbs with a common part -take(eg. borrow, pester, embrace, take away, lift, remove, understand, appease), which correspond to perfective verbs in -yay (take, accept, raise, understand, appease etc.), written after n in place of an unstressed vowel a letter And; same in verb take out(cf. owl view take out). In some verbs of this group, the unstressed vowel of the root can be checked by stress And in forms like take away, lift, remove(these are forms of verbs in -no), rarely - in derivative words: photo, in an embrace.

Note 3. Letter And in place of an unstressed vowel it is also written at the root of verbs conjure And curse. In the corresponding perfective verbs and other words with the same root, the letter is written (both in unstressed position and under stress) l: curse, curse, curse, damn, curse, curse etc.

Date______________No.__________

Topic: Spelling of roots -gar- (-gor -), -zar-, (zor-), -tvor-(-tvar-), -clone-(-clone-) the spelling of which depends on the stress.

Target:

Educational : To teach students to master the method of choosing vowels, o-and when spelling roots –gar- (-gor-), -zar-, (zor-), -tvar-(-crea-); develop spelling vigilance; consolidate the skill of writing roots with alternating vowels and consonants, unstressed vowels;Developmental : develop observation and analytical skills, speech skills, and communication abilities of students.

Educational: cultivate neatness and respect for each other.

Lesson type: explanation of new material Equipment: poster - table, signal cards, sun - rules, clouds - exception words, handouts.

PROGRESS OF THE LESSON

1. Organic momentGreetings. I'm glad to see each of you! And let the coolness of autumn breathe through the windows, We will be comfortable here, because our class Loves, feels and hears each other .

2. Updating basic knowledge

– What alternating roots do you already know?
– What determines the spelling of the vowel in these roots?
– Let’s turn to the table on the board (column 3 is closed)

Writing a in roots with alternationo–a subject to availability

radical suffix-A-

LAG–LOG
KAS–KOS: O/A (a)

consonant combinationsst/shch
at the root of the word
RAST (RASH)–ROS:
O/A (…st (w)

accents

GOR–GAR": O/A (a")
ZAR-ZOR: A/O (o")

Guys, we repeated the rules for writing vowels in roots with alternation and that the spelling of vowels can depend on: a) the presence of the suffix A after the root;
b) from the final consonant of the root.

Excl: rostok, moneylender, Rostislav, Rostov, for growth, industry

3) Working with signal cards. believe, plant, teenager, touch, lie down, touch, branch, sprout,Rostov, presentation, grown, touch, set forth, grown, touch, .

4. C communication of a new topic, statement of a problem. – Today we will get acquainted with other roots in which vowel alternation is also observeda–o .
Our goal: a) to establish what determines the spelling of the vowel at the rootgore-gar ; zar-zar
b) formulate a rule;

c) learn to recognize this spelling and write words correctly.Therefore, let's open our notebooks and write down the topic of our lesson.

From the title of the topic we see that we will have to help other roots, but we will start with the flaming roots of GOR-GAR.

An individual task for 2 students was to compose a story based on the pictures. Let's listen to these stories and determine the topic of our lesson

Children read out the descriptions of the drawings.

What words of the same root did you hear in the guys’ stories? (suggested answer: sunbathe, burn, soot, tan). The teacher writes words on the board.
Look carefully at these words and tell me why in one case we write the root -A, in the other – O?
Student answers.

Indeed, we are faced with a problem The rules we know do not work in these words. Therefore, let's open our notebooks and write down the topic of our lesson.
From the title of the topic we see that we will have to help other roots, but we will start with the flaming roots of GOR-GAR. Perhaps this image will give you the right solution to this problem.

Of course, you guessed that spelling in these roots depends on stress

Sunshine, sunshine, gentle ray
Look out from behind the clouds, sunshine!
Warm us with a gentle ray -
Remember the new rule quickly!

IN THE ROOTS -GOR-(-GAR-) WE WRITE A UNDER Stress, AND WITHOUT Stress THE LETTER O.

An exception to this rule isfumes, soot, scorch . (the words are written on the notes) Fortunately, these words are used quite rarely in the Russian language.It should be distinguished from the root with alternation -gor- - -harmonious roots -gor-, as in the word mountain, and -gor-, as in the word - mountain. To do this, be sure to look at the lexical meaning of the root. The root with the alternation o - a, -gor- - -gar- has a meaning associated with fire - to burn, sunbathe, tan. In the word mountain, the root means “elevation.” And in the word grief, the root means “sadness, misfortune.” Please don't get confused.Let's check how we learned this

4. Consolidation of material: Explanatory dictation. The fire flares up, a beautiful tan, the milk is burnt, soot on the candle, burnt branches, carbon monoxide;tanned children; the candle burned out. Sunbathe on the beach; tanned children; the candle burned out; burn out in the sun; burnt stump; the pie is burnt; the light bulb has burned out.(in the word flares up, at the root of mountains it is written o, since it is under stress)

5. Explanation of material (continued)

Have you already guessed what determines the choice of letter in the roots we are studying today? Answer: (Yes! From the accent).

But does this rule apply to the roots of the stars? zar we studied today: look at the following phrases:flares up A rya, morning s O rka, s O bright look, aloe A roar, s A rnitsa.

No. Emphasis affects these roots differently, look at the sun rule:

And write without stress, O with stress .

6. Independent work (mutual check) 1. sunbathe

2. mature matches

3. sleep with your hand

4. kicking the ball 5. an argument broke out 6. a candle was lit 7. a fire warmed up 8. a steam locomotive 9. the bottom was touched 10 rotted leaves

In the students' notebook it should look like this:

Well done! You have perfectly mastered the spelling of these roots

7. Lesson summary.

1). What is the topic of today's lesson?
2). What does writing depend on?o–a in the rootsgore-gar ? Tell me the rule.

8. Work using signal cards

1. In the root -gar- we write the letter under the accentA . (Yes)

2. The roots –gar-, -gor- have a meaning associated with fire. (Yes)

3. The root of the word “mountain” is the same root as -gor-,-gar-. (No)

4. The root of the word “grief” means “sadness.” (Yes)

5. Burnt, tan – these are words of exception. (No)

6. In the root -zor- under the stress we writeABOUT. (Yes)

7. Zorevoy is a word of exclusion. (Yes)

9. Home The rear is individually on cards.

Rule – At the root-clan- – -clone - as in the root-creation - – -creation -, under the accent we write the letter that we hear. For example,bow , Butbow, creativity . But in an unstressed position the letter is written in these rootsO , For example,bow, bow, stoop, create, bring to life. Exception is a wordutensils, in which in an unstressed position at the root -creature - write a vowelA.

Exercise : Bent down to the ground, say hello to HertzO gyne, bow_to the elder, bow_adjA travellers, etc. e swear to ge roism, etc. And put your head down. Great TV_ thinking, performing miracles, etc.e bring life to life, open the gate, good luckWith tv_ritel, various assertions, evade obligationsnn osty, kuho nn oh approval.

Appendix 1

1. zag. fight in the sun

2. mature matches

3. to sleep with your hand

4. k. sleighing the ball 5. unwind. there was a dispute 6. og. rock candles 7. decomposition the fire was burning 8. locomotive izg. ry 9. k. plant bottom 10 g. rotten leaves

1. zag. fight in the sun

2. mature matches

3. to sleep with your hand

4. kicking the ball 5. An argument broke out 6. fire. rock candles 7. the fire warmed up 8. locomotive fire 9. the bottom is sunk 10 ripe leaves

1. sunbathe

2. mature matches

3. to sleep with your hand

4. hitting the ball 5. an argument broke out 6. fire. rock candles 7. decomposition a fire was burning 8. a locomotive izg.r 9. the bottom was being sunk 10 g. roaring leaves

KEY

1) o, 2) o, 3) o, 4) a, 5) o, 6) a, 7) o, 8) a, 9) a, 10) o.

A differentiated approach is a form of manifestation of person-centered learning. Its essence lies in the recognition of the originality and uniqueness of each student. Differentiated learning allows you to meet the educational needs of students.

When teaching, you should remember the communicative orientation of the native language course, strive to use forms of classes that ensure the student’s active participation in the lesson, increase the student’s individual responsibility for learning results, contribute to the creation of an atmosphere of cooperation, the development of not only self-control and self-esteem, but also mutual control and mutual evaluation .

In the learning process, depending on the content of the educational material and the methods of studying it, the individual psychological characteristics of schoolchildren (attention, memory, temperament and others) must be taken into account. It is also necessary to take into account the student’s level of knowledge, mindset, gaps in knowledge, and individual mistakes.

Thus, it seems possible to develop the personality as a whole, to work on the development of thinking, memory, speech, independence, and listening skills when implementing a person-oriented approach to learning. Only by taking into account the real capabilities of all students can we organize productive activities for the entire class and implement differentiated learning in the classroom.

Differentiated learning can be considered as a starting model in organizing elective courses in high school for the transition to specialized education.

Subject: Spelling of roots gore-gar .

Lesson type: lesson on learning new material in 5th grade.

Goals:

• get acquainted with the lexical meaning of roots gore-gar ;
• get acquainted with the spelling rule for spelling vowels o–a in these roots;
• to form, based on the rule, the ability to correctly write words with the spelling being studied;
• to cultivate a love for the Russian language and an interest in learning;
• use a differentiated approach to teaching.

Equipment: Explanatory dictionary, table of alternations of roots, cards with individual tasks, cards for independent work.

PROGRESS OF THE LESSON

I. Organizational moment

II. Frontal survey

– What did we study in previous lessons?
– What alternating roots do you already know?
– What determines the spelling of the vowel in these roots?
– Let’s turn to the table on the board (column 3 is closed)

III. Practical task for the development of logical thinking

1) Words with a missing vowel are written in advance on the board.

Grow...to, adjective, to...dream, growth, position, to...say, grow...sli.

Exercise: Orally indicate the signs on the basis of which these words can be divided into groups. (By parts of speech: nouns and verbs; by morphemic composition: with and without prefixes; by type of spelling: by studied roots with alternation; by missing vowel o–a in the roots).

In rows, write down in groups based on the first 3 characteristics:

• Row 3 (weak students) – parts of speech
• Row 2 (secondary students) – according to morphemic composition
• Row 1 (strong students) - by type of spelling.

The test is oral, in rows (quickly name only the words).
At this time, one of those who have already answered 1-2 times orally inserts the missing letters on the board and indicates the spelling.
The class checks and asks questions about the spelling of the studied roots.
Three people have been working in the field all this time using cards.

Card 1.

Insert missing letters, Highlight spellings.

R...stov, z...rnitsa, iz...zhenie, grown up, k...sat, iz...gat, grow...s, close...to sleep, r...sink.

IV. New material

1) Guys, we repeated the rules for writing vowels in roots with alternation and the fact that the spelling of vowels can depend on:

a) from the presence of the suffix A after the root;
b) from the final consonant of the root.

– Today we will get acquainted with other roots in which vowel alternation is also observed a–o .
Our goal:

a) establish what determines the spelling of the vowel at the root gore-gar ;
b) formulate a rule;
c) learn to recognize this spelling and write words correctly.

2) So, let's go to the roots gore-gar .

– There are words on the board in front of you mountain, burn, mountainous, tan, carbon monoxide, mountainous.
– Select the root. Are these words the same root? (No)
- Why? (They have different lexical meanings, although their roots sound and are spelled the same)
– Place these words into their generic nests (in your notebook yourself).

Mountain, mountainous, mountainous– meaning “to rise.”
Burn, tan, carbon monoxide– meaning “to glow.”

– Today we will work with words whose root means “to burn.”
– Look carefully at the words written in two columns on the board.
- Let's write it down in a notebook:

burn fumes
burnt cinder
sunbathing tan

– Read the words of the first column. What vowel is written in the root?
– In what position, stressed or unstressed, is it located?
- Read the words in the second column. What vowel is written in the root?
– What position is she in?
– Let’s conclude: what does writing depend on? a–o at the root gore-gar ? (from emphasis).
- Formulate a rule.
- Pay attention! In these roots, the spelling depends on the stress, but is not checked by it!

The teacher opens column 3 of the table.

– How to correctly highlight the spelling? (Teacher - on the board, children in notebooks: burn - fumes.)

– In order to better remember the rule, we will create an algorithm. (Teacher - on the board, children - in notebooks.)

This rule can be represented in the form of the following figure (it will be easier for someone to remember this way).

The result of this stage: Only the unstressed vowel is an orthogram.

We write under stress
Without a doubt what we hear.
If the sound is without stress,
He raises doubts.

V. Consolidation

1) Guys, now you will do the following task yourself (everyone has a text on their desk).
There are a number of proposals before you. You read them carefully and expressively and prove that this is a text. Title it. (One student answers).

(At) a huge height... one area... lit up with pink light. The… breathing sun… fell (in) the west. (In) the air there was a smell of st...x g...ri and dry g...zdiki. Day ug...sal.

– Absolutely right, K. Paustovsky. We know this writer well from literature classes.

3) What is the main theme of his works?

– Yes, he really is a singer of Russian nature.

• First row: insert the missing letters and words that match the meaning, with roots gor – gar .

(On) a huge height... there is one area with a pink light. The dying sun (in) the west. (In) the air there was st...l...s and dry g...s. Day ug...sal.

• Second row: insert the missing letters.
• Third row: find words for the spelling pattern studied today and highlight it graphically.

5) Then one student explains all the spellings, and the students in the 3rd row check with each other.
After the explanation, the class asks a question to the responding student on the topic “Alternating vowels in the root.”

6) While the class is working in notebooks, the student at the blackboard writes out a sentence with homogeneous members from this text, parses it syntactically, draws a diagram, does a morphological analysis of the word, finds a word in which the number of sounds and letters does not match.

7) Working with the text exercise 504 (Teaching Educational Complex edited by V.V. Babaytseva. Russian language. Practice. 5th grade.)

– Read the text expressively. Indicate by what means the sentences in the text are connected. Complete the tasks from the exercise.
In your notebook, write down the words in 2 columns:

alternating vowels unstressed vowels

hot big (more)
burning assistant (help)
the stripe caught fire (strips, stripe)
iron (word.word)
red-hot (heat)

– We check from the spot, select test words.
– How do we check unstressed (non-alternating) vowels?
– Is it possible to check the stress of an unstressed alternating vowel?
– How is their writing regulated?
- Absolutely true, just a rule.

8) Game “Third is a wheel”.

Write down the words on a line, find and underline the “extra” word.

• Garage, tanned, intoxicated.
• It burns, it’s mountainous, it will burn.
• The plant has grown up and is flaring up.
• Touch, touch, burnt out.

Examination: when reading, name the vowel in the root, explain and indicate the “extra” word.

VI. Summing up the lesson

1). What is the topic of today's lesson?
2). What does writing depend on? o–a in the roots gore-gar ? Tell me the rule.
3). Is it possible to test an alternating vowel by stress?

VII. Homework

1) Row 1: prepare a story about what you learned today in class and give your examples.
2nd row: make up questions for paragraph No. 51 to check the rule.
3rd row: learn paragraph No. 51.

2) Come up with 4 – 5 sentences on the topic “Dreams of Summer” using words in the studied spelling.

3) Repeat paragraph No. 27 (punctuation marks for direct speech).