Correct use of conjunctions and particles. Pronunciation of prepositions, conjunctions, purpose particles

Lesson in the 7th grade on the topic "The role of the official parts of speech" Lesson equipment: presentation for the lesson "The role of the official parts of speech", the cartoon "Syapala Kalush", for the presentation a computer, projector, screen, printouts of texts "Puski beaten", textbook "Russian language . "(Grade 7, part 2, author S.I. Lvova), Type of lesson: combined lesson. Used technology: technology for the development of critical thinking. Stages of the lesson Teacher Student I. Phase CHALLENGE (awakening of existing knowledge, interest in obtaining new information)  Informational and motivational functions Showing the cartoon "Syapala Kalush" What did you find surprising in this story? What is its unusualness? The text has no familiarity except for the official parts of speech. words, That's right, Lyudmila Petrushevskaya, the author of this tale, retained official words in it. Why? Because they cannot be replaced by meaningless combinations of letters. So, you all probably guessed what we are going to talk about? About official parts of speech... Behind the work Yes, we are still "guests" in the "Morphology" section. with independent parts of speech, and ahead of us are meetings with service parts of speech. (Slide 2) Let's remember everything you know about the service parts of speech, exchange information in groups. Then each group takes turns naming one piece of information or fact on the topic, without repeating what was said before. And everything that you remember, we will put in our "basket of ideas" in the form of short theses. Reception "Basket of ideas" (Slide 3) Group work. Each group, after a preliminary discussion, expresses their assumptions on this topic. Approximate answers of children: preposition, union, particle, do not answer questions, are not members of the sentence  Systematization

(A basket is drawn on the board, where everything that the children know on this topic is conditionally collected) zheniya ... So, you remembered which parts of speech are official. Well done! And now let's return to our interesting fairy tale, in front of you is a printed fragment from it, write out from the text the words related to the service parts of speech, distributing them into groups. shuddered, Syapala Kalusha on the fur and took Butyavka away. And will: Kalushata, Kalushatochki! Butyavochka! Kalushata sat down and Butyavka shook. And they sank. And Kalusha wills: Oee, oee! Butyavkato nekuzyavka! Kalushat Butyavka was extorted. Butyavka cooped up and fell off the fur. And Kalusha says: Butyavok is not shaken. The butyavki are dense and the zyumozyumo are not tart. From the bottles they puff. But Butyavka is crying out for a fluff: Kalushata have sunk! Kalushata poddonilis! Zyumo are ugly! Puski beaten! L. Petrushevskaya (Slide 4) Preposition for, from, from, for Particle not, then Union and, but Goal setting How did you determine? Well, then let's set ourselves certain goals: who and what wants to learn in the lesson today, so that in the future there will be no difficulties. II. Phase IMPLEMENTATION OF THE MEANING Work with the text beaten "" Puski Children's answers: by, from, from, for - prepositions; and, a - unions; No, those are particles. Approximate answers of children: We recognized them in the “face”, as they often meet ... We remember ... It was easy to find alliances, prepositions, since we talked a lot about them both in elementary school and in grade 56. It is more difficult with particles ... Know the service parts of speech and distinguish them from independent words; To learn not only “by sight”, but to have an idea for what they are needed, what is their role; Be able to distinguish conjunctions, prepositions, particles.

(obtaining information) new III. REFLECTION phase (comprehension, the birth of new knowledge) Thus, the topic of our lesson ... “The role of service parts of speech” (Slide 5) To find out the main functions of service parts of speech, you will have to work hard. Working with poems Assignment to the class: Fill in the missing words: (Slide 6) Do not ask a question to ... (preposition). Just come to the rescue, Bind competently words - Service in friendship is like that. (slide 7) Serves as a link between words ... (union). There is no stronger bond than these. Enumerate, specify, Proposals will fasten. (slide 8) I can give shades to meanings, I can enhance them without stress. I can help form education, When the Verb calls for service, I can generally negate Everything that someone will say. Who am I? ... (particle) Task for the class: Write out from the texts the main functions of the service parts of speech. Are all the functions in the poems listed? Compare with textbook information (§21, pp. 73,74). Write out examples from the text “Battered Puski”. . Children's answers: preposition union particle Children's answers: Prepositions connect the words of independent parts of speech in a phrase (Syapala (for what?) By fluff). Conjunctions connect the same kind of predicates (Syapala Kalusha on the fluff and took Butyavka away.) + parts of a complex sentence (information from the textbook). The particle forms a negative form (Butyavok cannot shake.) various shades of meaning are expressed (information from the textbook). +

Conclude: (Slide 9) The role of the PREPOSITION ... UNION ... PARTICLES ... This is interesting! It turns out that in terms of frequency of use, the preposition takes 4th place, the union - 7th, the role of particles is also great. Another test, which I am sure you will cope with, awaits you. i Brainstorming Reception Children's answers: (instead of) (before) (dose) (task) (congestion) Can you solve charades? (Slide 10) *At the end of which preposition is a hundred? *What preposition is a note? * What two prepositions indicate the amount of medicine per dose? * To what pretext should a country house be added in order to get what needs to be decided? * The beginning is an opposing union. Behind him - only one letter of the alphabet, And it will be, I undertake to predict, The whole street is crammed with cars. Group work. Exercise 642. Write out: 1 group of unions 2 group of prepositions 3 group of particles. Group peer review. The speaker in the team stays and defends the work of the group. Moving a team from one group to another. Lesson summary: What are prepositions, conjunctions in speech? What role do particles play in speech? Can service parts exist independently in a sentence? Reflection: On the tables of the students there is a palm cut out of paper. If the information received in the lesson is useful and you liked the lesson, put it on the cut out

palm! or +. If you think that the information is useless to you and you didn't like the lesson, put 0 or ). Homework (optional): * Find a short passage from any work of art that uses prepositions, conjunctions and particles. Determine their role. * Try to compose a sentence (or a small one of the words you invented. Use function words. Consisting text), * Compose (compose) a fairy tale about the role of service parts of speech in Russian. *Exercise from textbook #644 Thank you for the lesson!

WORKING MATERIALS ON THE TOPIC "PARTICLE" IN THE 7TH CLASS

Compiled by Braverman S.A.

CALENDAR-THEMATIC PLANNING in grade 7 on the topic "UNION"

... WORKINGMATERIALSONTHEME"APPEAL, INTRODUCTORY WORDS AND INSERTIONS" in 8 "A" CLASSCompilerBravermann S.A. No. content theory vocabulary materials... expressed by nouns with pretext. The circumstances expressed ...

Municipal educational institution secondary school No. 40 of Voronezh

Synopsis of the Russian language lesson in grade 7

"The use of prepositions"

Prepared

teacher of Russian language and literature Chernyshova Larisa Sergeevna

Voronezh

2011

Lesson Objectives:

form students have the ability to correctly use prepositions in speech.

upbringing love and respect for the Russian language; conscious attitude to the language as a means of communication and gaining knowledge in various spheres of human activity;

development speech and mental activity; communication skills that ensure fluency in the Russian literary language in various areas and situations of communication; readiness and ability for speech interaction and mutual understanding;

learning about the Russian language, the basic norms of the Russian literary language and speech etiquette; vocabulary enrichment and expansion of the range of grammatical means used;

skills formation identify, analyze, classify linguistic facts, evaluate them from the point of view of normativity, compliance with the sphere and situation of communication;

application acquired knowledge and skills in their own speech practice.

Lesson objectives:

the formation of skills and abilities for the use of prepositions in speech;

incidental repetition of the syntax of a simple sentence, participial phrases and punctuation marks with them.

Equipment:

Presentation “Preposition. The use of prepositions.

Cards for independent work.

Handout.

During the classes

Organizational moment.

Checking homework. Repetition.

At home, you wrote a scientific style text about the features of the service parts of speech ( ex. 289). Let's listen to some of the compiled texts and answer the question of whether they correspond to the task. (2 students read texts compiled at home, the class analyzes whether they match the style ( scientific), what is the content side.)

Repetition.

Let's remember the spelling of adverbs.

Work on cards on leaflets (3 accounts).

Card number 1

Set off (according to) the same direction, yearn (for) the real thing, (for) really relax, perceive (in) your own way, go (on) tiptoe, depict (on) memory, disappear (by) a little, divide (along) evenly, go (through) the autumn forest, (along) autumn gloomy days, catch (on) the fly, wipe (until) dry.

Work on the card at the blackboard.

Card number 2

Exercise

Card number 3

Exercise

Vocabulary dictation(work with vocabulary words at the blackboard).

R e residence, p e riod, from about br a zit, vozr a sting, por a zhenie.

Word residence borrowed in the Petrine era from the Polish language, where it meant "location".

In his r e h and denzi and in FROM eyes pr e h and dent R Russia accepted d e l e gats and youth and.

Find prepositions in the sentence. Name phrases with the word residence, indicate the main word ((in whose?)in his residences , in residences (which?)in Sochi) .

Work on card number 1 to collect.

Checking work on cards at the blackboard.

From- over the hills, covered he rnoyu mass oh forests 1 , quiet 3 rose what kind-then 2 whitish regiona ka. 4 (V. G. Korolenko.)

Quiet - adverb .

I. Rising(how?) quiet; sign of action .

II. Unchanged

III. Were rising as? quiet.

Lesson topic: "Use of prepositions."

In the last lesson, we talked about the preposition as a part of speech. Let's remember:

front poll.

What groups are all parts of speech divided into? ( independent, auxiliary and special part of speech interjection)

What is the difference between official parts of speech and independent parts of speech? ( they name neither objects, nor signs, nor actions, nor quantities, and are not members of sentences).

What parts of speech do you know? ( preposition, conjunction, particle)

What groups are prepositions divided into? ( simple and compound, derivative and non-derivative).

Let's see which one of you is the smartest. Reply tojoke questions :

What preposition can be played on a musical instrument or sung? ( before )

What two prepositions describe the position of the body? ( pose )

What two prepositions can be used to create a literary (not poetic) work? ( prose ).

What two prepositions help determine the right amount of medicine? ( dose )

Presentation work.

In russian language about 200 prepositions. All of them are used with certain cases:

With R.p. - about 115 pretexts

T.p.. – 24 excuse

V.p. – 20 pretexts

D.p. – 19 pretexts

P.p. – 7 pretexts

Polysemantic prepositions(them 8 ) are used not with one case: 6 - with two, 2 - with three cases.

We read about the use of prepositions in § 49 on p. 134.

When used in speech, prepositions are often confused in and on the . How do you choose which preposition to use? By value! Pretext in used to indicate limited space, and the suggestion on the - if such a value missing. The table in the working materials for the lesson explains the use of these prepositions in more detail.

Working with the textbook. Let's execute ex. 290 (commented letter). Open the brackets, putting the nouns in the right case, use prepositions in or on the(only with the first verbs, with the second - at home). Check yourself against the table (see "Materials for the lesson").

Work in a factory, in a factory, in a hospital, in a library, in a store, at an exchange, in a workshop; study at school, at a technical school, at courses, at a lyceum, at an institute, at the Faculty of History; live in Siberia, in the Arctic, in the Urals, in Altai, in Moscow.

Prepositions With and on used with three cases. With which? Read the material in the second frame on page 135 :

when? then? upon completion upon arrival

Remember:

on (= after) + P.p.

We read in the "Materials for the lesson" and remember which cases the preposition is combined with on with verbs expressing emotional experiences ( to be bored, to grieve, to cry, to be bored, to grieve and etc.):

with nouns in D.p.

with personal pronouns 1, 2 persons in P.p..

• 3 persons units. numbers in D.p., P.p..

  3 persons pl. numbers in D.p.

Control of skills and abilities.

Let's check how we learned to use prepositions.

Independent work(on leaves). Exercise: choose the right preposition, put the noun in the right case, insert the missing letters.

Enter (to, to) school, (to, to) courses, (to, to) institute. Work (in, in) a factory, (in, in) a factory, (in, in) a library. Miss (mother) ___________, miss (he) ________, (they) ________, (we) ________. Meet upon arrival ..., be absent for good ... reasons ..., stop by at the end ..., make a mistake due to absent-mindedness ... .

Works are handed in, grades will be announced at the next lesson.

1. Homework : § 49, ex. 290 (finish), 294.

   Student message.

A preposition is a service part of speech, but their role in the text is very important. Listen to the message and answer the question: “What have you learned about prepositions?”.

The famous linguist Valery Petrovich Abramov in his book "Constellations of words" wrote about the use of prepositions.

The outstanding Soviet philologist Viktor Vladimirovich Vinogradov said that words are connected with each other, and thus form whole "constellations".

In such constellations there are words that actively are used, and the words rarely used. You can find out how often a particular word occurs in a text or which parts of speech are more common in texts. frequency dictionaries.

"Frequency Dictionary of the Russian Language" ed. Zasorina (1977) revealed that the most frequently used words are: in, and, no, on the, i, be that, he, With, a. In the first place were service words. Prepositions - the first, fourth, ninth word out of ten. As we can see, although they represent a small class of words, they play an important role in the design of the text.

Functional words are the main designers of the text. Significant - the main compilers of the text (they fill the text with information). This means that there are no "main" and "secondary" words in the language. All words are important. And the correct use of each word shows your culture of language proficiency.

What have you learned about prepositions?

What prepositions are the most frequent words? ( in - 1 place, on the - 4th place, With - 9th place)

Lesson grades.

Lesson conclusions:

remembered vocabulary words, doing independent work;

repeated the spelling of adverbs; syntactic, phonetic, morphological analysis, word analysis by composition;

Practice using prepositions correctly in, on, by with nouns and pronouns;

worked with the text, correcting errors in the use of prepositions.

Card number 2

Exercise: write down the sentence, insert the missing letters, denoting spelling, put punctuation marks. Perform parsing. Tell about punctuation marks in participial phrases.

From (beyond) the hills covered with black ma (s, ss) forests, some whitish regions quietly rose. 4 (V. G. Korolenko.)

List of used literature

Abramov V.P. Constellations of words. - M.: 1989

Arsyriy A.T. To the Land of Knowledge - with Grandfather the All-Knowing. Entertaining materials on the Russian language. – M.: 2004.

Ivchenkov P.F. Control and training work at the lessons of the Russian language. – M.: 1987.

Kostyaeva T.A. Tests, verification and control work in the Russian language: Grade 7. – M.: 2001.

Svetlysheva V.N., Davydova O.A. Collection of dictations on spelling and punctuation. - M.: 1999

I know the world: Det. Encyclopedia: Russian language / Avt. V.V. Volin. – M.: 1997.

The lesson is aimed not only at the ability to It is correct to use prepositions, conjunctions and particles in your speech, but also to develop in students the ability to set a goal, determine the means to achieve it and the ability to draw the right conclusions. The material is designed for students with a low level of knowledge.

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Preview:

A culture of speech. Correct use of prepositions, conjunctions, particles

Lesson Objectives: 1) expand the understanding of orthoepic norms governing

Pronunciation of official parts of speech;

2) train students in the correct pronunciation of service words;

In the ability to extract information, systematize it and use it;

3) educate family values.

During the classes:

1 .Hello guys! I am glad to see you, and I hope for fruitful joint work at the lesson. I wish each of you good luck!

(slide number 1)

3. After studying each section of morphology, we move on to the lesson of the Culture of Speech. What is the purpose of these lessons?(learn how to use the learned words correctly in speech)

I offer you an epigraph to our lesson:(slide number 2)

To take advantage of all its (language) treasures,

you need to know it well, you need to be able to master it.

ON THE. Dobrolyubov

4. An epigraph is given, there is a section "Culture of speech". Who can suggest the topic of today's lesson?

(Correct use of prepositions, conjunctions, particles in speech) ( slide number 3)

5. Guys, would you all like to have a happy family in the future? I offer you

work with text(in handout)

What assignment would you suggest for this text?

Define a topic

Determine the main idea

Find service parts of speech and write them out in separate columns(Slide number 4)

The warmth of a family hearth

From happiness decided to leave one house. It's hard to say why but decided.

" But before, - said happiness, - I will fulfill on one wish of each family member.

What do you want?" - asked happiness at the owner of the house. And she replied that she didn't. her mink coats, - and the hostess received a fur coat.

Happiness asked the adult daughter of the hostess: “What do you want?” - and she replied that she wanted to marry overseas prince - and married overseas prince.

The happiness of the mistress's son asked: BUT what do you want?" - “I want,” he says, “a bicycle, and I will be happy if I have a bicycle, ”and got the boy a bike.

At but on the threshold of the house happiness saw the owner and asked: “What you want?" The owner thought and said, "I want my house never not the warmth of the family hearth was leaving.

And happiness within minutes fulfilled the request of the owner and did not leave this house, because happiness lives only there where the family hearth is on fire!

6. Checking:

Family theme.

REFERENCE: International Day of the Family is celebrated in the world on May 15th.This holiday was established by the UN General Assembly, and it happened on September 20, 1993.Holiday "International Day of the Family"was created in order to attract the attention of the general public to the problems of the family, of which there are a large number today

Main idea: the main thing in the family is understanding and one goal

A family is strong where there is no place for the letter I.Where only the word "We" rules, where there are shared dreams!

Prepositions: from, by, for, during

Conjunctions: but, what, and, if, to, because, where

Particles: already, then, same, not

(Slide number 5)

Conclusion 1 : service parts of speech are necessary for the semantic expression of words and sentences.

7. In the Culture of Speech section, openOrthoepic page.

Part of speech, which in Russian is called a term pretext , in English, in French, in German and in Spanish correspond by education and purpose with the word preposition , ascending to lat. prae (before, ahead) + positio (position). Conduct an experiment: omit prepositions in the words of the text, will their structure and meaning be preserved? No.

Words can be unstressed or weakly stressed. Functional words are usually devoid of stress, but they sometimes take on stress, so that the preposition with the independent word following it has one stress: [for the city], [for the winter].(Slide number 6)

8. Let's get acquainted with the theory on page 171 above. And let's do u.858.

The main rules for doing the exercise?

- be careful when reading the assignment.

Examination. poetic rhythm helps to read word forms needy and happy in accordance with the norms of stress in poetic speech of the 19th century.

Find words and forms of words used mainly in colloquial speech and vernacular: colloquial. living (good, free life), colloquial. she has ( neutr. her), colloquial. meat (meat dish, meat food), colloquial. per minute (very fast, instantly), simple. pull off (steal, steal).

9. (Slide number 7) Read the sentence and mark the stress:

She is not sad about anyone.

Are impact particles?

Next suggestion:

He has not lived in his native land for 20 years.

Is it a shock particle here?

10. Support your opinion with the theory on pages 171-172

11. Where can we learn about the words listed in exercise 860. (in dictionary entries). We work with articles.

12. We find in a series of pairs of rhyming words an “extra pair”, in which there is no rhyme (was not – sent).

13. (Slide number 8)

PHYSMINUTKA

Exercise to relieve fatigue from the muscles of the body.

Starting position - stand legs apart, hands behind the head. 1–2.

Raise your right hand on the belt, left hand on the belt. 3–4.

Right hand on shoulder, left hand on shoulder. 5–6.

Right hand up, left hand up. 7–8.

Make two claps with your hands above your head. 9–10.

Put your left hand on your shoulder, right hand on your shoulder. 11–12.

Left hand on the belt, right hand on the belt. 13–14.

Make two hand claps on the thighs. Repeat 4-6 times.

The pace is slow the first time, medium the second and third times, fast the fourth and fifth times, and slow the sixth time.

14. (Slide number 9)

Read the word combinations below aloud.

• You can’t drag it by the ears, listen with all ears;
• without a year a week;
• side by side;
• lead by the nose, mutter under one's breath;
• a tooth does not hit a tooth, a tooth for a tooth;
• walk hand in hand, take the child in your arms, look at (your) hands;
• enough for the soul, per capita, laughed heartily;
• get out of the light, sit closer to the light.

1. What can be said about them?
2. Which of these combinations of words can be attributed to phraseological units
3. How to show that you understand the meaning of phraseological units?

Reminder: There are two ways: a) give an interpretation of phraseology; b) introduce a phraseological unit into the context (sentence, mini-text), which allows you to recognize the meaning of a word or a combination of words.

(Slide number 9)

Conclusion 2:

1. Many prepositions, particles and conjunctions are unstressed.

2. Prepositions: for, under, from, without, from, on - can be stressed.

3. Particles HE and NI are more often unstressed.

4. NOT + live, give, be, drink (pr.vr without female) = drums

5. NO in a stable combination - shock

(Slide number 10)

"Speak right!"

Watch not only what to say, but how to say it;

Speaking out loud, listen to yourself as if from the outside - this helps to get rid of pronunciation errors;

If you doubt the correct pronunciation of a particular word, look in the spelling dictionary or ask the teacher; if it is not possible to find out at the moment how the word is pronounced, then try to exclude it from speech, replacing it with a synonym, until you know how to pronounce this word;

In order not to make mistakes in the future, often pronounce the “difficult words” out loud correctly;

Politely correct your classmates, school, if you notice errors in their speech; accept with gratitude if they reasonably correct you;

Learn to speak expressively and correctly from television and radio announcers, actors, readers;

Remember that speaking with mistakes is just as embarrassing as writing wrong.

Guys, in conclusion, I would like to wish you the following. Try to follow the principle: I am the exception. My speech is my mirror, my dignity. Real control is control from within. Thank you for the lesson, for the fact that you really became co-authors for me today.

Additional material

Task: read the text, placing the stress in the words correctly. (Orally)

A young mother pampers her daughter. She ties her huge bows, puts on a dress of lace. With bows in braids, the baby is so elegant. Even enviable! Here comes from the manger. Little ones can be pampered.

Read the correct pronunciation. (A mark is given for the correct answer).

A young mother pampers her daughter. She ties her huge bows, puts on a dress of lace. With bows in braids, the baby is so smart. Even enviable! Here comes from the Manger. Toddlers can be pampered a little.

The proverb says for a reason

Lead the house - do not shake your sleeve.

When the family is together and the heart is in place.

Children are not a burden, but a joy.

Family troubles will lead to trouble.

In the native family and the porridge is thicker.

The bird is glad of spring, and the child of the mother.

family in a heap - not a terrible cloud.

No need for a treasure - when the family is in harmony.

house to lead - do not shake your beard.

When the family is together- and the heart is in place.

In the family, the porridge is thicker.

There is safety in numbers.

Do not be born beautiful, but be born (happy).
- Seven nannies have a child (without an eye).

A guest on the threshold - happiness in ... (house).
- A house without a mistress ... (an orphan).
- Lead the house ... (do not shake your beard).
- The apple never falls far from the tree).
- What they are rich with ... (they are glad).
- Being a guest is good, but being at home is better).

An open lesson in Russian in the 7th grade on the topic “Prepositions. Unions. Particles»

General didactic goal: Formation of an integral system of leading knowledge and methods of action of students.

Type of lesson: Lesson of systematization and generalization of the studied material.

Educational aspects of the lesson:

Forms of work: individual, pair, collective.

Teaching methods: verbal (informational - developing, visual), practical.

The lesson is conducted at: a constructive level.

Used technologies: technology of personality-oriented developmental education, ICT.

Equipment: cards, interactive whiteboard, tables, painting reproduction, computer.

During the classes

Org. moment: Introductory speech of the teacher.

Today, guys, you have an unusual lesson. It has many guests. Turn around, smile at them. Well done! I think that your smiles and a beautiful spring morning will bring you high spirits, and you will be active, emotional for 45 minutes. And let the motto of our lesson be the words: "You are all capable and talented." Before our lesson begins, which will consist of three “micro-lessons”, I want to remind you that today is the final lesson on the topic “Prepositions. Unions. Particles.

What do you guys think, what is the purpose of our lesson?

/students formulate the goal, the teacher once again emphasizes the learning goal/.

Let me introduce the types of work that you will work on in the lesson.

/slide/

Are you satisfied with these types of work?

Would you like to add or change something?

/teacher listens to students' suggestions/

Well, we will try to implement your suggestions during the lesson.

And we will start with the stage of a comprehensive knowledge test. The first work "Vocabular dictation". Today it will be held in the form of a "spelling duel". Let's find out if you learned the spelling of words and phrases well during the study of the topic. Attention to the board, we write in a line through a semicolon.

/slide/ Self-test. Check it out, rate yourself.

Well, well done! And now let's move on to the "micro-lessons", the structure of which will consist of two blocks - theoretical and practical.

The first topic is "Preposition". /slide/

To test your knowledge of the theory, I suggest you complete the sentence.

Here is a part of the sentence, it must be completed.

How do we graphically highlight prepositions?

Well, well done, well done! Let's move on topractical block. You are waiting for "free work". On the board you see tables, they can be used when working on a task from a "box", "envelope", in working on a "camping" dictation, at a computer. Are we getting started?

/students independently choose the type of work, work, moving freely around the class/. Don't forget to graphically highlight the prepositions.

Dictation from the "box" and "camping" dictation.

For several hours you can sit still and look at the sea. Close up, it is transparent, greenish in color, and in the distance lies a dark blue stripe, slightly veiled with haze. The sea is beautiful at dawn, when a fireball emerges from the horizon.

Dictation from the "envelope".

(B) over (e, and) many years; (c) continuation(s, i) of lessons; (c) a consequence (e, and) bad weather; walked (along) the path; (not) looking under your feet; found out (in) a consequence (e, and); (not) despite the heat; (c) the type of illness; Have this in mind.

Computer work.

/Instead of gaps, insert appropriate prepositions or prefixes /

1. He, apparently, was tired, sat down on the ___ end of the bench and took a nap. _____ end everyone gathered _____ at the table and _____ talked.
2. Yes, we _____ all talked about it, but _____ all the doors knocked.
3. Don't rely on _____ strength, but _____ knowledge. _____ strength he achieved ____ values ​​______ duty.

/ self-test - those who performed the dictation from the "box", "marching"; mutual verification - those who took the task from the "envelope"; the teacher, together with the class, checks the work of the student who worked at the computer /.

What grades did you give yourself for this "micro-lesson"?

/ slide / - The next topic is "Unions".

theoretical block. Prove whether the statement is true?

/ slide / Students prove the correctness of the statement given on the board.

How do we graphically highlight unions? Let's move onto practice block.

/ slide / / Task on the board /

What do you guys think, what task can be offered for this form of work?

That's right, find matches, synonymous pairs. For example, in the same way. We work in pairs.

... - Did you meet only unions in this task?

/slide/ Verification.

Today is a wonderful morning. Stand up, please, and look out the window. The spring sun is shining brightly, the birds are chirping loudly. Okay, right?

Compare your impressions with the image of nature ....

Try to make a sentence using one of the conjunctions from the previous task.

/Students name sentences, choose the best, write on the board and in notebooks, make a complete syntactic analysis of the sentence/.

What marks did you give yourself for this lesson.

/slide/. - Let's move on to the topic "Particles".

Let's check the theoretical knowledge with the help of a mutual survey.

/students ask each other, put marks/

What grades did you get? /We find out the results of the survey/.

How do we graphically select particles?

Let's move on to the practical part.

/ slide / - And now let's play the game "The Third Extra". Choose in each row and write down the extra spelling.

Okay, well done!

And now I suggest you work on such a type of work as "digital dictation". Its purpose is to be able to distinguish between prepositions, conjunctions, particles.

1. How merrily the birds chirp! 2. Are you not interested? 3. After winter there is always spring. 4. Would you like to have a rest? 5. Let the music of spring flow! 6. A frozen pond glistens like a mirror. 7. A bench was made near the house. 8. The brother explained that I had to fulfill the promise.

/slide/ Verification.

Our lesson is coming to an end. I would like you guys to share all your knowledge gained while studying the topic “Prepositions. Unions. Particles”, they were able to realize in the next creative work, an essay - a miniature. Compose texts on the topic "The Coming of Spring", graphically designate prepositions, conjunctions, particles.

/Students perform work to the music, a poorly performing student receives a card, then the work of several students is listened to.

Give yourself grades for this "micro-lesson".

Now give yourself marks for the whole lesson. - What is the result of the lesson?

Homework/slide/ Level D/Z

Reflection "Heart of communication"

self-analysis of the lesson.

The type of my training session is the systematization and generalization of educational material. In order to draw the children's attention to the topic of the lesson, I slightly changed its structure by offering them three "micro-lessons" in one lesson. I believe that any non-traditional element (in my case, this is the structure of the lesson, vocabulary work in the form of a spelling duel, creative work) increase the cognitive interest in learning. All the children were happy to get involved in the work, since the majority of students in this class have an emotional and abstract type of perception, while the rest have a concrete one.

According to this type of training session, I set the following goals:

1. To create conditions in the lesson for systematization and generalization of students' knowledge about prepositions, conjunctions, particles.
2. To consolidate the skills of students to distinguish, write correctly, use service words in speech, exercise self-control.
3. Cultivate a sense of emotional activity in the lesson; the ability to adequately assess the work of classmates.

The implementation of these goals was carried out through the use of various forms of work in the classroom: individual, pair, collective. The choice of just such forms was facilitated by the technology of personality-oriented developmental education I used in the lesson, the purpose of which is the development of the child's personality, that is, from a passive listener, he turns into an active figure. In such a form as "free work", the guys worked at an individual pace and rhythm, they themselves chose the type of activity, according to their level of development. Something is not clear - they ask each other, and only in the case when they cannot cope on their own, they turn to me. In this situation, I'm just a consultant. Today, no one contacted me, which means they managed without my help. I see the value of such work in the fact that children write on their own, while their attention is concentrated, visual memory develops, self-control and mutual control are exercised.

In my work, I also try to use an exploratory approach to teaching. Checking the students' knowledge of the theory in each of the "micro-lessons", I saw that the material was mastered by the students. The children were able to formulate the objectives of the lesson, continued the sentences, proved the statements, asked each other. In this, I believe, the research approach was carried out, aimed at implementing the method of comparison, proof, and generalization. The creative task was also of a research nature, because I only helped the students to see the harmonic connections between disparate phenomena and facts, to present a picture of nature, and the result was compositions - miniatures of students.

I believe that the nature of the activity contributed to the type of the lesson, the methods I chose (information-developing, visual, practical, ICT) and forms allowed me to find out the degree of formation of students' ZUN on the topic “Prepositions. Unions. Particles. A warm, friendly, calm atmosphere of communication was created at the lesson. Time was used rationally through written and oral work. The goals set in the lesson were achieved and realized.

The lesson was conducted at a constructive level. In addition to tasks of increased and medium difficulty, a task was provided for a poorly performing student. Pupils showed the ability to evaluate not only their own knowledge, but also to evaluate their classmates. The number of positive assessments, emotions and impressions that the children shared during the “heart of communication” reflection indicate that the lesson was interesting and fruitful for the children.

Annotation:

Textbook "Russian language" Textbook for grade 7 educational institutions / M. M. Razumovskaya. LLC "Drofa" M.: 2004

Grade: seventh

quarter: fourth

Bibliography:

1. Shkatova L. A. Think and answer. M.: 1999
2. Burmako V. M. Russian language in drawings.-M.: 1991
3. Russian language lessons in grade 7 M. M. Razumovskaya / Volgograd: Teacher, 2006.
4. G. A. Bogdanova. Russian language lessons: from work experience. - M .: Education, 1996.