summary of an open lesson in algebra in grade 9 on the topic “Number sequence”

Russian language and literature

Lesson objectives:

Consolidation of knowledge in phonetics, graphics, spelling, spelling. Introduction to the textbook.

Tasks:

1. Creating conditions for showing interest in the topic of the lesson.
2. Ensuring the research nature of educational activities: observation, comparison, generalization.
3. Enriching students' vocabulary, practicing spelling.

Equipment:

textbook “Russian language. 9th grade” / Barkhudarov S.G., Kryuchkov S.E., cards, student workbooks, table of sounds and letters of the Russian language, chalk, blackboard.

During the classes

Hello guys. Glad to see everyone in class. Let's review the material covered earlier and learn something new.

We will study according to the textbook of Stepan Grigorievich Barkhudarov. Let's look at it. The title page indicates the name of the textbook, its purpose, publisher, and year of publication. On page 3 you will see a legend that will help you find out more information. Pay attention to the second designation. The material highlighted in the text of the paragraph in this way must be memorized. Let's remember the numbers corresponding to different types of analysis. You will find debrief plans in the appendix on pp. 238-245. On pages 246 and 249 you will see a list of punctuation and spelling rules that you have studied previously and will study in grade 9 and which are necessary for testing in the OGE format. On pp. 250-251 - a spelling dictionary, followed by a spelling dictionary, on p. 254 - the content of the Russian language course in 9th grade.

1. Formulating the topic of the lesson. (Self-determination for activity)

Let's read a poem (written on the board)

Love

• That was the day! It's arrived
• so many people come to us at once.
• They brought with them some
• complete strangers. Previously I
• I couldn’t ask anything about them.
• The worst thing they said
• in languages ​​completely incomprehensible.
• And I smiled listening to them
• strange speeches. The talk of some
• sounded like mountain screams
• orlov. Others hissed like snakes.
• Sometimes I recognized the wolf's barking.
• The speeches sparkled like metal. Words
• became menacing. In them
• Mountain stones rumbled.
• Hail poured into them.
• A waterfall roared through them.
• And I smiled. How could I
• know the meaning of their speech? They,
• maybe in your own language
• repeated our sweet word
• "Love"?

N. Roerich, 1920
We will answer the questions:

• 1. What did the lyrical hero perceive, and what was beyond his understanding? (the hero perceived the sounds, but did not understand the meaning of what was said)
• 2. What associations of sounding speech did the lyrical hero have? (“the talk of some” resembled the screeching of an eagle, of others he heard the hiss of a snake, sometimes he heard barking, the speeches “sparkled with metal”, “stones rumbled” in them, “a waterfall rustled”, “hail poured down”)
• 3. Why did the lyrical hero assume that the people who came to him pronounced the word “love”?
• 4. The words “sound”, “talk”, “language”, “speech” are found in the poem. Name the branch of the science of language in the definition of which the indicated words are or are implied. Phonetics is a branch of the science of language that studies speech sounds, their formation and properties. Today we will talk about phonetics, graphics and spelling. Let's write down the topic of the lesson.

2. Updating knowledge. Let's remember the terminology (work in pairs):

• 1. What is the smallest unit of language?
• 2. What groups are speech sounds divided into?
• 3. What is the difference between a letter and a sound?
• 4. How many letters are in the Russian alphabet?
• 5. When do the vowels E, Yo, Yu, Ya designate 2 sounds?
• 6. Give examples of the designation of 2 sounds with the letters E, E, Yu, Ya. (words are written on the board)
• 7. What are the functions of b and b?
• 8. Give examples of the role of b and b in language. (words written on the board)
• 9. How many sounds [t] and [d] are there in the highlighted sentences? (words written on the board)

Pay attention to the examples and the answer in the last task. What conclusion can be drawn by looking at them? (Speech sounds are not always recorded as they are spoken)

3. Localization of difficulties.

As proof, consider the following tasks and complete them. (Work in groups in rows)

Ex. 1 (1 row)

A transcription of words that have two spellings is given. Write these words in letters. What are such words called in lexicology? (homonyms)

• [sad't']
• [sy'est]
• [pr'idal]
• [abv'ival]
• [shafts]
• [development]

Ex. 2 (2nd row)

Write a transcription of the words “happiness”, “feeling”, “save”, “rain”. Make a phonetic analysis of the word “save”.

Ex. 3 (3rd row)

Form new words by reading the sounds of these words in reverse order:

flax, bream, mascara, paradise, aphid, spruce, bargain, hatch.

Having solved the proposed phonetic problems, we noticed that words are sometimes written as they are heard, for example, “paradise”, “house”, “stake”, etc. And in most cases, morphemes common to words with the same root retain a single style in writing, for example, water - water. This observation confirms that the basic principle of Russian orthography is morphological. However, there are also phonetic and historical principles. Let's look at examples:

4. Completing a task aimed at repeating the material covered with the involvement of new information. Ex. 9 (p. 8) Replace phrases with the connection management with synonymous phrases with the connection agreement. (remember SS schemes)

• Control: verb/noun + noun/noun with preposition, pronoun.
• Agreement: noun/place + adjective, pronoun, participle, order. numbers
• A joke without malice is a good-natured joke
• a night without sleep - a sleepless night
• an act without honor is a dishonorable act
• family without children - childless family
• society without classes - classless society
• a film without a plot - a plotless film
• work without interruptions - uninterrupted work
• a figure without form - a formless figure
• an act without selfishness is a selfless act.

Underline the prepositions, highlight the prefixes (in the second phrase). What principles of Russian spelling did we use when completing this task? What determines the spelling of prepositions and prefixes in Z/S?

In the Russian language there is another rule when we use the phonetic principle when writing a word. This is the spelling of the vowels Y and I after prefixes.

• summarize
• pre-July
• collect

• inter-institutional
• counter-play, sub-inspector, Transjordanian, post-industrial
• pedagogical institute, sports equipment

Let's try to note the patterns in the examples.

1. When do I write the vowel I after the prefix, and when do I write Y?

Let's read the theoretical material on page 9

Let's do exercise 4:

Insert the missing letters: Sub...total, medical...institute, previous...future, without...action, dis...infection, super...interesting, without...inventory, super...gra, inter...editor's, pre...infarction, from...skat.

Highlight the prefixes, underline Y or I.

Reflection. Today we repeated some terms, rules, principles. Let's remember what principles underlie Russian spelling?

When do we write I, and when do we write Y after prefixes?

Homework. Repeat what orthoepy is. Complete exercise 12+ words from the boxes (pp. 8, 9). Learn the stress in words. Prepare for independent work.

References:

• 1.Textbook. Russian language 9th grade. S.G.Barkhudarov, S.E.Kryuchkov, Moscow, “Enlightenment, 2019
• 2. Lesson developments in the Russian language. 9th grade. Methods of preparing for the written exam in the Russian language for a basic school course. N.V. Egorova
• 3. Russian language: collection of rules and exercises / D.E. Rosenthal. – Moscow: Eksmo, 2020.
• 4. Presentation “Phonetics” by Pechkazova S.P., teacher of Russian language and literature of the MBOU “Lyceum No. 1”, Chamzinka, Republic of Mordovia.

• Updated: August 2, 2020
• Author: Mironova Marina Viktorovna

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