Development of a Russian language lesson “Alternation of vowels in the roots of words”; 5th grade
Alternation of vowels in roots.
Russian language lesson 5b class.
Teacher: Bashirova F.I.
Lesson objectives:
- organize student activities to study and initially consolidate the spelling “Alternating vowels in roots.”
Tasks:
- Subject content:
to develop the ability to write vowels a-o, e-i in roots with alternation, to distinguish this spelling from unstressed vowels of the root, verifiable and untestable.
- Activity and communication:
develop students' spelling vigilance and speech.
- Value-oriented:
promote goodwill and mutual understanding through the organization of work in pairs and groups.
Planned learning outcomes:
| Subject | meta-subject | personal |
|
ability to work with reference literature, pose and solve problems;
ability to set goals, plan your work, carry out self-examination;
ability to work in a group, search and collect information, master different forms of speech. |
|
Lesson type:
a lesson in discovering new knowledge.
Means of education:
- Textbook “Russian Language” edited by E.A. Bystrova (part 2).
- Computer
- Multimedia equipment.
- Presentation for the lesson in PowerPoint.
- Assignments for students (in groups and individual).
- “Goal (what I want to achieve in the lesson)” sheets for each student.
- Spelling dictionary, phraseological dictionary, dictionary of antonyms and synonyms.
Homework:
given to choose from (different difficulty levels):
- Read the rules of § 6 and do exercise 54. /base/
- Come up with riddles using alternation /raised/
- Write instructions using interleaving. /promoted/
Goal (what I want to achieve in the lesson)
| Start of the lesson | Remember which root vowels are called unstressed. | End of the lesson |
| To find out which of them can be checked and which cannot, you need to remember them | ||
| Be able to distinguish between verifiable and unverifiable root vowels from alternating vowels. | ||
| Enrich your vocabulary. | ||
| Decide to raise my hand if I know the right answer. | ||
| Relax in class. |
- Organizing time
- Setting the goals and objectives of the lesson based on the formulated topic of the lesson.
- On the projector screen:
People write, but time erases,
It erases everything that can be erased.
But tell me, if the rumor dies,
Should sound also die?
(S. Marshak)
? What is the poem talking about?
? Find the same root words (erases-erase, dies-die).
? Why are words with the same root spelled differently? Formulate the topic of our lesson.
LESSON TOPIC: Spelling alternating root vowels:
Match the words that are given in each group in two columns:
1. Checked vowel in the root
2.Unverifiable vowel in the root
Updating new knowledge. Fixing difficulties.
Write down the words using the rule.
1. Dew - dew, flower - color, sea - sea, earth - earth, fire - fiery, forest - forest, tables - table, braid - braids, water - water.
2. Souvenir, pencil, paragraph, carriage, landscape, garage, walnut.
? How did you write these words?
? Which ones caused difficulties?
? Why did each group have words on the table that were not included in any of the groups?
? Are they the same root? How do we write them?
Let's formulate a rule by adding essential information to it.
So, we have formulated the topic of the lesson, so please fill out the Goals card - the algorithm of my actions.
Goal (what I want to achieve in the lesson)
(to be filled in by the student)
| Remember how you can check the unstressed vowel of the root |
| Choose test words. |
| Be able to distinguish unverifiable from verifiable and alternating from them. |
| If you find a word with alternation, determine what vowel is in this root. |
| Decide to raise my hand if I know the right answer. |
| Refer to the rule. |
- Construction of the project of the original problem.
Group assignment
1 group.
Summarize everything that has been said about the spelling of e-and at the root with alternation in the form of an algorithm
.
| Look what vowel comes after the root | |
| A | Another vowel |
| WRITE AND | WRITE E |
| Freeze, cover, die, take away, erase | Freeze, cover, die, take away, erase. |
2nd group. Make a memo “When to write O, and when to write A in the roots with alternating growths”
1.Identify the roots in the words and say what combinations of letters are in each of them.
2. Remember the rule and write these words according to the rule: grow, plant, grown, grew, thickets
3.Test yourself by remembering the exception words - rostok, Rostov, industry, moneylender.
4. Come up with 2 more words that are spelled the same way.
3rd group.
Place emphasis on the words:
| Stressed root | Unstressed root |
| Bow | Bow down |
| Glow, dawn | Zarya |
| A tan | Tanned |
| Exception words: | Zoryanka, dawn |
Group 4:
touch – touch, offer – offer, addend – addition
How does the ALGORITHM work, how can you use the MEMO for your work!?
Group assignment. (with verification against the standard)
1 group
Arrange the words in 2 columns. Explain which rule was applied:
Touch, tangent, touch, immunity,
- Make up a story with these proverbs, come up with a speech situation that explains the proverb or saying. What alternating vowels in the roots did you notice? Explain spelling:
Autumn gathers - winter eats up.
The thief's hat is on fire.
Lays down softly - sleeps hard.
Without bowing to the ground, you won’t pick off the fungus.
1st group:
One day the Dragonfly turned to the Ant for help: “Don’t leave me, dear godfather, let me gather my strength. And just until the spring days, feed and warm! But Ant answered her: “Did you work during the summer?” The moral of the story is: “He who has worked hard will be fed all winter. “And also “Autumn gathers, winter eats up.”
2nd group:
Mom made jam and left the jar on the table. My son wanted to try it and accidentally dropped the jar.
The jam spilled all over the table and the floor. What was to be done? After all, mom will return soon, and her son will get it. Then he came up with a story about the cat Vaska, where the main culprit was the pet. To do this, the son smeared the cat with jam, and he began to clean the kitchen. When his mother came and asked what happened, he replied: “It’s not my fault, it’s Vaska!”
3rd group:
One boy wanted to be friends with a girl, but did not know how to tell her. When his deskmate found out about this, she decided to help him. She was very affectionate and friendly with him, but she described the boy so poorly to her friend that she immediately refused to be friends with him. It’s not for nothing that they say: “It’s soft to lay down, but hard to sleep.”
4th group:
Our class 5B wanted to win a prize in the competition among fifth grades. There were many nominations: educational, sports, artistic. We had to work hard: Lera headed the educational sector, Vitya headed the sports sector, Masha headed the artistic sector. We tried hard throughout the school year and took part in all school events. And when the results of the year were summed up, we turned out to be the best. Hooray! And Elena Vitalievna said: “You can’t pick off the fungus without bowing to the ground!”
- Primary pinning with commenting.
RULE! (formulated by representatives of each group)
- Inclusion in the knowledge system and repetition.
Work with text.
My friend and I were planning a long trip and planned to leave before dawn. However, our assumptions were not fully realized: after hesitating, we left when the sun had already risen high. The road went through flat terrain, neither rising nor falling. The vast steppe spread out everywhere as far as the eye could see. Apart from the thick, tall grass and small mud along the road, no other vegetation was visible. At noon we settled down to rest near a small village on the shore of a small lake. Children of all ages, tanned and bronzed, swam in it, swam races, and competed like real swimmers. After feeding the horses, we moved on. The sun was unbearably hot; it was impossible to touch the metal parts of the cart. Putting a waterproof raincoat under my head, which I had grabbed just in case, I dozed off. I woke up and the same endless steppe still stretched out before my eyes, but the sun had already completely bent towards the horizon, almost touching it with its edge. Now the stars are shining in the sky. Finally, electric lights flashed in the distance. An hour later we entered the city.
- What is this text about, what would you call it?
- Find words with alternation in the text.
- Explain the spelling of alternating vowels a-o, e-i in roots.
- Homework. Given to choose from (different difficulty levels):
- Read the rules of § 6 and do exercise 54. /base/
- Come up with riddles using alternation /raised/
- Write instructions using interleaving. /promoted/
- Reflection.
| + | Remember what alternating roots you learned today. | + |
| + | Find out what vowels are written in them. | + |
| + | Be able to distinguish between an unstressed root vowel and an alternating vowel in the root. | + |
| + | Enrich your vocabulary. | + |
| + | Decide to raise my hand if I know the right answer. | – |
| Relax in class. |
Alternation of vowels in the root of a word (table with examples)
When changing words by gender, number, case and other grammatical forms, you can observe a change in vowel letters in the root syllable. Most often, pairs of vowels e-i or a-o alternate, but there are also exceptions to the rules with more complex variations. Correct use and replacement of sounds is important not only in writing, but also in pronunciation, as it helps soften words and make them sound more melodic.
In general, there are three types of rules according to which pairs of vowel sounds change at the root of a word:
- Alternation depending on the presence or absence of stress.
- A vowel change that occurs depending on the next vowel (usually a suffix).
- Change of sounds depending on the meaning of the word.
For convenience, we present to your attention a table with examples of vowel alternation in the root owl.
| Options for changing vowels | Alternation rule | Used in words |
| gar/gor | If the syllable is under stress, a is placed; if there is no stress on the root syllable, o is placed. | tan, carbon monoxide, tanned, fire victim |
| clan/clan | When there is no stress on a syllable, you should always write o, but if there is stress, the letter that is heard when pronouncing the word. | evade, bow down, deviate |
| creature/creature | If there is no stress on this syllable, then o is written, with stress - what is heard. | create, pretend, shutter, creature |
| zar/zor | Is there an accent? You need to write the letter that is heard when pronounced. There is no accent, which means the root syllable must have the letter a. | lightning, at dawn, dawn |
| swim/pilaf | Always written with an a, except for a few exception words. | float, float, floating, swimmer, swimmer |
| kas/kos | If the root is followed by the suffix -a-, you need to write a, in other cases - o. | touch, concerning, touch, touched |
| poppy/mok | If we mean a word with the meaning “to immerse somewhere,” then it is written a. If it is used in the sense of “absorb, let through”, you need to write the vowel o. | to soak, to soak, to get wet |
| equal/equal | If the meaning of the word is “identical, similar”, it is written a, if it means “even, smooth, straight” - o. | equality, equalize, trim Exception: level, plain, equally |
| ber/bir, zheg/zhig, mer/mir, ter/tir, shine/blist, per/pir, even/chit, stel/steel, der/dir | If after the root in a word there is a suffix -a-, it is written and; in other cases - e. | dial/take, die/die off, erase/erase, subtract/deductions, unlock/unlock, rip off/tear off |
| im/a(i), in/a(i) | If the root in a word is followed by -a-, then the combination of letters is written -in- or -im-, otherwise - a or i. | start, begin, engage, engage, squeezed, squeezed |
| log/log | A is written before g, and o is written before g. | adjective, propose, set out, proposal, presentation, put |
| grow(grow)/grow | Before the letter ь or a combination of consonants st, you should always write a, before s in the root syllable you should write o. | algae, grown, grow, age, plant |
When analyzing the rules for alternating vowel sounds in the root of a word, it is important to pay attention to whether the words are truly the same root or simply have roots with similar sounds. For example, the words “burn” and “tan” are the same root, but the words “mountain”, “mountain” or “city” have only similar roots, but do not follow the same rule. The situation is similar with the pairs “to impose”, “to impose”, which are not the same root as the words “spoon” or “camp”.
To quickly and reliably remember how vowel sounds change in root syllables, it is worth building associations with a rule or examples, as well as performing a dozen exercises that will help you reliably consolidate your knowledge and not make mistakes in the future.
