Development of an urban physics game “The Smartest” 9th grade.

Did you know?

Did you know that the first detailed work on the properties and methods of using a magnet, which dealt with a magnetic stone and gave instructions on how to find its poles and magnetize an iron needle with it, was a handwritten treatise that appeared in France in 1269, “The Epistle of Magnet Pierre de Maricourt, nicknamed Peregrina, to the knight Siger de Foucaucourt." ... Gilbert also suggested that in nature there should be “magnetic charges” - northern and southern. These views were developed by Coulomb, who established the law of interaction of such “charges”, which exactly coincides with the known law for electric charges. And only Ampere, having explained all magnetic phenomena with the help of elementary electric currents, made the hypothesis of special magnetic charges unnecessary. ... any rotating body, including planets, should have a slight magnetization. Attempts to discover it were made by the outstanding Russian physicist P. N. Lebedev. Subsequently, using more advanced equipment, this phenomenon was confirmed; in particular, the magnetization of the rod was measured when it rotated around the longitudinal axis. ... the total magnetic permeability of the alloy of diamagnetic gold and paramagnetic platinum drops by two orders of magnitude compared to conventional non-ferromagnetic substances. ... unlike paramagnetic and diamagnetic materials, the magnetic permeability of ferromagnetic substances is determined by the intensity of the external magnetic field. Thus, the magnetic permeability of iron in weak fields can reach values ​​of several thousand units, and in strong fields its values ​​decrease to hundreds of units and lower. At temperatures above the so-called Curie point (for iron it is 767 °C), all ferromagnets become paramagnetic. ... some alloys of paramagnetic and diamagnetic metals, for example, the so-called Heusler alloy of copper, manganese and aluminum, are almost as good as iron in their magnetic properties. Now fully “workable” magnets have been obtained from... organic materials. ... magnets made from compounds of samarium and cobalt have enormous lifting force. A magnetic magnet in the form of a small ball is capable of holding a load hundreds of times greater in mass than the ball itself. ... a not very strong magnetic field in which the superconductor is placed is displaced from its thickness, and a sufficiently strong magnetic field destroys the superconducting state. This effect can be used to create logical memory elements in computers based on superconductors. ... thanks to new discoveries in magnetism, the production of memory devices with super-dense recording of information becomes feasible, when an area the size of a thumbnail (a favorite comparison of American computer scientists) will accommodate tens of thousands of copies of Homer's Odyssey. ... in superstrong magnetic fields, for example on the surface of neutron stars, atoms of matter form polymer chains aligned along the field lines. They are so strong that even at temperatures of millions of degrees the substance remains in a crystalline state. In such fields, a dielectric can become a metal and vice versa. Source: Kvant magazine

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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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