Gastropod biology presentation. Interesting facts about shellfish. External structure of mollusks

The elective in the Russian language "Amazing etymology" gives a general idea of ​​the etymology and its types, acquaints adolescents with existing etymological dictionaries, talks about the origin of Russian names and surnames, the names of cities and rivers, plants and animals, teaches us to use the etymological analysis of a word to improve spelling literacy ...

Explanatory note

The study of the Russian language is impossible without using the data obtained by etymology. They turn to her in the study of phonetics, morphemics, lexicology, phraseology, word formation, morphology. But the strict framework of the lesson and the richness of the program do not always allow to speak in detail and in detail about the origin of the word, to reveal all its secrets. In this case, the optional course "Amazing etymology" comes to the rescue, which is a natural continuation of the lesson, its addition. The program of this course gives a general idea of ​​etymology, its achievements, acquaints students with etymological dictionaries. In the classroom, children will learn about the origin of Russian names and surnames, the names of cities and rivers, plants and animals. Etymological analysis of the word expands vocabulary and increases the literacy of students.

Target course: expand the horizons of students, contribute to the formation of interest in the language, develop research skills.

Tasks course:

1) deepen the knowledge of students in the field of etymology as a section of linguistics;

2) teach how to determine the origin of a word by identifying signs;

3) develop skills in working with etymological dictionaries.

Expected result

The course will help

Assimilation of the basics of scientific knowledge about etymology;

Formation of skills of etymological analysis of a word;

Development of intellectual and creative abilities of students;

Formation of analytical skills;

Improving research skills;

Ability to freely, correctly express their thoughts in oral and written form;

Ability to speak in front of an audience of peers with short messages, reports.

Forms conducting classes: lectures, workshops, work with dictionaries.

Control types:

Intermediate: oral presentation on the topic;

Final: project defense

The program is designed for 34 hours, 1 hour per week.

Academic-thematic plan

1.Etymology and its types (8 hours)

• The ambiguity of the term "etymology". Etymology as a branch of linguistics. Types of etymology (1 hour)
• Scientific etymology. True and hypothetical scientific etymology (1 hour)
• Erroneous etymology. An example of erroneous etymology - the origin of the word "pencil" (1 hour)
• False etymology as one of the causes of spelling errors. Folk etymology. The prototype word and its folk-etymological variant. Etymological errors (1 hour)
• Children's etymology. KI Chukovsky's book "From two to five". Project "As I Said When I Was Little"(2 hours)
• Pseudo-etymology. Pseudo-etymological dictionaries. SES project(compilation of a pseudo-etymological sports dictionary) (2 hours)

2.Etymological dictionaries of the Russian language (12 hours)

• Characteristics of etymological dictionaries, principles of their construction. The structure of a dictionary entry. Principles of word selection (1 hour)
• "Etymological Dictionary of the Russian Language" M. Vasmer, translated by O. Trubachev (1 hour)
• "Historical and etymological dictionary of the modern Russian language" P.Ya. Chernykh (2 hours)
• Dictionary of Russian Phraseology. Historical and etymological reference book "A.K.Birikh, V.M. Mokienko, L.I.Stepanova (2 hours)
• "Explanatory and etymological dictionary of foreign words of the Russian language" P. Chervinsky, M. Nadel-Chervinsky (2 hours)
• "Etymological Dictionary of Russian Dialects of Siberia" by A.E. Anikin (2 hours)
• "Etymological Dictionary of Slavic Languages" by O. Trubachev (2 hours)

3.Etymological analysis of the word (12 hours)

• The etymology of their own names and surnames. Name classification by outward signs, by moral qualities, by occupation, etc. Saints. Originally Russian and borrowed names. Unusual, pretentious names are a sign of a new time. The origin of Russian surnames, their connection with the patronymic (Ivanov, Petrov, Sidorov), with the place of residence (Ryazantsev, Yaroslavtsev, Novgorodtsev), with the profession (Goncharov, Krasilnikov, Melnikov), etc. "Dictionary of modern Russian surnames" by IM Ganzhina. Project "The Story of My Surname"(2 hours)
• “Speaking” names and surnames in Russian literature. Functions of proper names in a work of art. List actors in the comedies of D.I.Fonvizin "The Minor", N.V. Gogol "The Inspector General", in the works of M.E.Saltykov - Shchedrin, A.P. Chekhov and others (2 hours)
• From proper names to common nouns: names of months (July, August), clothes (bolivar, breeches, mac), weapons (colt, kalashnikov, maxim, mauser), musical instruments (button accordion, saxophone), food (napoleon, olivier), plants (hyacinth, cypress, daffodil), etc. New life names of heroes of literary works (2 hours)
• The birth of place names. Toponymy. Classification of geographical names: from personal names and surnames, from the specifics of the landscape, from historical events, from the names of people by occupation, etc. Project "Toponyms native land» (2 hours)
• In the world of animals and plants. Etymology of the names of flowers, mushrooms, trees, shrubs. The origin of the names of wild animals and domestic animals. Primordial Russian and borrowed names. Project "Etymology of names medicinal plants native land "(2 hours)
• Etymology of product names. Geographical index of origin: ice cream, borjomi, essentuki, coffee, roquefort, parmesan, etc. Primordial Russian names of dishes: dumplings, cheesecakes, ham, jelly, kvass, etc. Project "How Candies Get Their Names "(2 hours)

4. Project defense (2 hours)

Work description

The subject of study is the content of an elective in the Russian language in grade 6 on the topic "Immerse yourself in interesting world education and spelling of words ".
The purpose of this term paper on the methodology of teaching the Russian language - to study the available regulations in connection with the organization of optional classes in the Russian language and critically comprehend the content of the optional course in the 6th grade on the topic "We are immersed in the interesting world of education and spelling of words."

INTRODUCTION …………………………………………………………………
1. OPTIONAL LESSONS AND THE METHODOLOGY OF THEIR CARRYING OUT ………………………………………………………………
1.1. Electives as a form of training and their place in the educational process ……………………………………………………………………….
1.2. Electives in the Russian language and their methodological support …….
2. SPELLING OPTIONS IN RUSSIAN LANGUAGE ……
2.1. Analysis of the content of electives in spelling …………………… ..
2.2. Education and spelling of words as part of the elective "We are immersed in the interesting world of education and spelling of words" in grade 6 ……….
CONCLUSION………………………………………………………………….

Files: 1 file

MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

Educational institution

"MOZYR STATE PEDAGOGICAL UNIVERSITY NAMED AFTER I. P. SHAMYAKIN"

Faculty of Philology

Department of the Russian language

OPTIONAL CLASSES IN RUSSIAN LANGUAGE

AS A WAY OF LINGUISTIC AND SPEECH DEVELOPMENT OF STUDENTS (ON THE MATERIAL OF THE OPTIONAL

FOR SPELLING IN CLASS 6)

Coursework on teaching methods

Russian language

Artist: Dashkevich Elena

4th year student, 1 group,

daily form of receipt

higher education

Scientific adviser: Bozhenko Lyubov Nikolaevna,

Ph.D. in Philology Sciences, Associate Professor

INTRODUCTION …………………………………………………………………

1. OPTIONAL LESSONS AND THE METHODOLOGY OF THEIR CARRYING OUT …………………………………………………………………

1.1. Electives as a form of training and their place in the educational process ………………………………………………………………………….

1.2. Electives in the Russian language and their methodological support …….

2. SPELLING OPTIONS IN RUSSIAN LANGUAGE ……

2.1. Analysis of the content of electives in spelling ……… …………… ..

2.2. Education and spelling of words as part of the elective "We are immersed in the interesting world of education and spelling of words" in grade 6 ……….

CONCLUSION…………………………………………………… …………….

LIST OF USED SOURCES ……………………………

APPENDIX A. Synopsis of an optional lesson on the topic: Formation of words using the prefixes pre- and pri- and their spelling ... ..

INTRODUCTION

The modern educational process at school is carried out in such forms as a lesson, extracurricular activities, extracurricular activities. The extracurricular activities in the modern school are as compulsory as the lessons.

They are conducted in various subjects as a form of in-depth theoretical and practical training of students, as a means of implementing differentiated, personality-oriented learning and developing interest in the subject under study.

Since 2010, all electives in subjects in the Republic of Belarus have been conducted according to topics and programs approved by the Ministry of Education. They were developed by scientists and teachers of higher educational institutions, they also wrote programs, manuals for teachers and students.

To fully prepare for the future pedagogical work of a language teacher, students need to know everything about modern electives in the Russian language, therefore this topic is relevant and practically significant. Note that this topic is not presented in any way in the educational literature on the subject,,.

The object of study in this course work are electives as a type educational work in the Russian language in the absence of specialized classes.

The subject of study is the content of the elective in the Russian language in the 6th grade on the topic "We are immersed in the interesting world of education and spelling of words."

The purpose of this course work on the methodology of teaching the Russian language is to study the existing regulatory documents in connection with the organization of optional classes in the Russian language and critically comprehend the content of the elective in grade 6 on the topic "Immerse yourself in the interesting world of education and spelling of words."

To achieve this goal, it is necessary to solve the following tasks:

1) study the issue of electives as a form of training and find out their place in the educational process;

2) get acquainted with electives in the Russian language and their methodological support;

3) analyze the content of spelling electives;

4) critically evaluate the content of the elective for grade 6 "We are immersed in the interesting world of education and spelling of words";

5) develop a synopsis of one optional lesson on the topic "Formation of words using the prefixes pre- and pri- and their spelling."

The methodological basis for this course work is the official documents regulating the organization and implementation of optional classes in the educational process; publications of authors - developers of the concept of conducting optional classes in the Russian language, programs and teaching materials for teachers and students on the spelling of the Russian language. To solve the third and fourth tasks, we used analysis, comparison, juxtaposition, morphemic, word-formation and spelling analysis.

1. OPTIONAL LESSONS AND METHODOLOGY

THEIR CARRYING OUT

1. Electives as a form of training and their place in the educational process

An optional course, or an optional subject (fr. Facultatif - from Lat. Facultas - "opportunity"), is an optional course (subject) studied at a higher educational institution or school of the student's (pupil's) choice.

Modern electives are a special organizational form of teaching and educational work, which differs both from the lesson and from activities extracurricular activities... At the same time, it is emphasized that electives have a lot in common with lessons and additional activities. Like lessons, optional classes are conducted according to approved programs and plans, a journal of classes is kept, classes go on schedule, in these classes, teaching methods and forms of organizing independent cognitive activities of students are used in these classes.

The similarity with subject circles is that the elective, like the circle, unites a group of students on the basis of common interests, the voluntariness of choosing this form of education. In extracurricular activities, some forms and methods are used that are characteristic of extracurricular activities. However, the teacher should remember that electives do not replace extracurricular activities in the subject. Being an independent part of teaching and educational work, electives can be supplemented by extracurricular (circle) activities, in which students deepen and expand their knowledge and skills even more.

Working with a relatively small number of 10-15 interested students, the teacher, to a greater extent than in the classroom, can carry out a differentiated approach, select tasks depending on the inclinations and characteristics of students.

Extracurricular activities involve a high level of student creativity.

Here, in a broader way than in the classroom, the research method can be applied, which modern didactics considers as educational in the system of methods. The research nature of the work depends not only on the formulation of the assignment, but also on the student's approach to work: he relies on information obtained by science, uses some methods of scientific analysis in order to solve new problems for him and his comrades.

The work of students in extracurricular activities is evaluated somewhat differently than in the classroom: the ten-point system does not apply, but the recognition of the prepared report or message is worthy of being repeated in a wider audience, for example, in the lesson.

In a sense, extracurricular activities occupy an intermediate position between the main lessons in the classroom and a variety of extracurricular activities in the subjects. Unlike extracurricular activities, electives have a strictly educational focus, provide for a system of knowledge defined by the curriculum, etc. At the same time, at electives, some forms of extracurricular work are used - elements of play and competition, methods of entertainment, quizzes, exhibitions, a different, more free, compared to the lesson, the environment of the classes.

The main, most specific forms of the educational process in optional classes include conversations, lectures, workshops and seminars. This means that in the extracurricular classes, basically the same teaching methods are used as in class work when studying basic subjects. The variety of methods and forms of educational work is a necessary quality, the second (along with the content of training) source of development of the cognitive interests of students.

Conversation requires significant study time for its conduct, and with a relatively small elective group (10-15 people), an opportunity for the vast majority of students to participate in the conversation opens up and an atmosphere is created that is more direct than in the classroom for communication between the teacher and students. Conversation in optional classes has a universal character, it is fragmentarily included in the lecture, it becomes a kind of practical and seminar classes. The use of a heuristic method, problematic tasks, and the organization of students' search activities in the course of a conversation increases the creative abilities of students and the effectiveness of learning.

The lecture of the teacher serves as an introduction and conclusion to the topic, contains new, mainly generalizing material, it highlights the fundamental theoretical and methodological problems, sets out the foundations of the knowledge system on the relevant topic. Perception of the lecture requires sustained voluntary attention from students; willingness and ability to listen and take notes of a serious lecture.

Practical exercises are, as a rule, of a training nature. Students perform a lot of independent work of a relatively small volume and specific content, mainly in the course of the lessons themselves.

Seminars are a form of study that represents the greatest independence for students. The main elements of the seminar work are abstracts, student reports, discussion of reports, a detailed conversation on individual problems put forward by the speakers or proposed by the leader, introductory and concluding remarks by the teacher on the general problems of the seminar. In addition, for a seminar, a dispute, such a form of training as consultation for all elective listeners and especially for speakers is of great importance.

In optional classes, frontal, individual and group forms of work are used equally: conversation and lectures are predominantly frontal in nature, in practical classes, seminars and disputes, in addition, individual and group forms are used learning activities students who are also combined in various combinations in specific classes, depending on the goals and objectives.

All forms of the educational process in optional classes require a gradual but intensive increase in the proportion of students' independent work. This entails the individualization of teaching and further raises the leadership role of the teacher, because the methodological support of effective independent work of students requires serious, thoughtful preparation from the teacher. For conversation and debate, the teacher prepares topics and questions, he develops assignments and exercises for practical work, topics and plans for seminars. However, it is not enough to distribute topics among students and give them general directions. It is necessary to develop the creativity of students.

In practical classes and seminars, it is possible to widely use group work, in which all participants in the classes are divided into groups of 3-5 people. Each group receives an assignment, prepares it together, discusses the results of the work and nominates a speaker or distributes messages on individual issues among themselves; other members of the group complement the speakers. Assignments for group work should be problematic in nature, i.e. contain a cognitive difficulty, encourage the active use of knowledge and skills, form the basis for collective activity and exchange of views. All groups can receive the same tasks, and then the prerequisites for discussion arise; or get different tasks within common theme, and then each group contributes its share of information to the disclosure of this topic. The teacher observes the work of the groups, in cases of difficulties helps to develop a plan of their actions, if necessary, puts leading questions, and after the speeches of the representatives of the groups makes conclusions.

Group work in optional classes also includes the performance by small groups of students of long-term research (in the academic sense) tasks that cannot be performed on the basis of one or two generalizing works, but require the selection of information from different and numerous sources.

By the nature of the educational independent activity of students in optional classes, it is advisable to distinguish four levels of independence.

The first level is the simplest reproductive independence.

This level is especially clearly manifested in the student's independent activity when performing exercises that require simple reproduction of existing knowledge.

The first level of independence can be traced in the educational and cognitive activities of many students who have started extracurricular activities. Then some students quickly go to the next level, others linger on it for a certain time. Most of them, in the process of studying the material, reach a higher level of independence than the first.

_________________

Protocol No. ______

from "____" ______ 2013

SHOPPING OF RUSSIAN WORDS

In Russian

V class

2013 g.

Explanatory note

The Russian language in its lexical units, in grammar, in the works of oral folk poetry, in fiction and scientific literature, in the forms of oral and written speech, reflects, preserves and passes from generation to generation the culture of the people, its history, way of life, traditions, customs , morality, value system. In this case, a special role belongs to the word - the foundation of the language, its semantic and cultural-value basis. The word enshrines the best moral qualities of the people, the peculiarities of their mentality and worldview.

The accuracy and expressiveness of speech is determined in many ways by the richness and variety of vocabulary, the ability to correctly and communicatively use words in speech. One of the most important directionsspeech development work is to enrich the vocabulary of learners. In the process of teaching the Russian language, it is extremely important to systematically and consistently replenish the vocabulary of students, while forming an attentive and careful attitude to the word as an indispensable condition for mastering the culture of speech and the culture of behavior. This is achieved by purposeful and consistent work with the word during the entire course of teaching students the Russian language, including in optional classes.

The proposed program of optional classes implements continuity with the main content of the Russian language curriculum for grade V through a versatile study of the meaning of the word and the features of its functioning as part of phraseological units, proverbs and sayings, riddles, catch phrases, speech etiquette formulas, etc.

The subject of consideration is primordially Russian and borrowed words, words reflecting the national and cultural characteristics of the people, poetic, fairytale words, proverbs, sayings, formulas of speech etiquette, phraseological units, and catchphrases.

The purpose of the extracurricular activities:generalization, systematization and expansion of students' ideas about the word as the main unit of language, the carrier of cultural meaning in language and speech;

Objectives of extracurricular activities:

• master the pictorial and expressive capabilities and cultural meaning of words in phraseological units, proverbs and sayings, catchphrases, riddles, fairy tales, poems, formulas of speech etiquette;
• to enrich and activate the vocabulary of students on the basis of the formation of an attentive attitude to the word, its correct use in oral and written speech as part of phraseological units, proverbs and sayings, riddles, fairy tales, winged expressions, formulas of speech etiquette, in poetic speech;
• to form the ability to conduct a comparative analysis of Russian and Belarusian proverbs, sayings, formulas of speech etiquette, phraseological units, and other linguistic units in order to identify common and differences in their meaning and purpose, to establish the originality of use in speech;
• to form a culture of speech behavior of students, pronunciation, lexical, grammatical and spelling norms;
• develop students' linguistic flair, the desire to independently expand and deepen knowledge of the Russian language, to satisfy their interest in the Russian language through reading popular science and fiction, dictionaries, reference books and other sources of information.

- fascinating word trips based on the use of a variety of entertaining material on vocabulary, phraseology, grammar, spelling, widely represented in popular science literature on the Russian language;

- individual and group search and research activities, orienting students to independent search and generalization of a variety of lexical material;

- classes in which students perform individual assignments, deliver messages;

- quizzes for the best connoisseur of the Russian word;

- contests in which students defend their creative work,

demonstrate skills expressive reading and staging works.

- finding proverbs, sayings, formulas of speech etiquette, phraseological units in folk texts and works of fiction, clarifying their meaning and role in the text;

- analysis of the emotional-figurative saturation of words in proverbs, sayings, formulas of speech etiquette, phraseological units, fairy tales, poems, prose texts;

- selection of proverbs, sayings, phraseological units, similar to the sayings of writers, quotes from works of fiction;

- modeling of speech situations (approval or condemnation of a person's actions and deeds, recognition of his merits, prevention of possible mistakes, etc.) using proverbs, sayings, speech etiquette formulas, phraseological units, catch phrases;

- observation of the use of the figurative and expressive possibilities of the word in the real process of perception and generation of speech;

- comparison of Russian and Belarusian proverbs, sayings, formulas of speech etiquette, phraseological units, identification of specific features and originality of their use in speech;

- composing texts, stories, composing riddles, fairy tales, poems.

Educational material in optional classes can be presented to students in the form of a series of questions for curious, joke questions, word games, linguistic tasks, entertaining material, proverbs and sayings, sayings, cognitive texts, interesting stories from the life of words, etc.

PROGRAM

The word colors a person: speech etiquette

4 h

Speech etiquette is the guarantor of friendly communication and communicative success. Reflection in speech etiquette of the richest linguistic and cultural traditions of the people.

Politeness as the moral and value basis of the culture of speech behavior. Manifestation by means of speech etiquette of respect, respect, friendliness, cordiality, courtesy, benevolence, courtesy, recognition of the dignity and importance of a person in society.

Formulas of speech etiquette and etiquette speech situations:greetings, appeals and attracting attention, acquaintance, requests, invitations, gratitude, apologies, wishes, congratulations, compliments, approval, consolation, farewell and etc.

Rules of speech etiquette. Taking into account when choosing formulas for speech etiquette, the sex of the interlocutor, his age, official position, profession, etc.

Deep into the word

4 h

Native words and words from other languages

2 h

Nationally colored words in the language

2 h

Words denoting the names of objects and phenomena of traditional life: bake , hut, cabbage soup, porridge, jelly, pancakes, sundress, felt boots, accordion, balalaika, round dance, ditty, canopy, braid, sheaf and etc.

Words symbolizing the peculiarities of the culture and mentality of the people:three - a symbol of speed, space, daring; birch - a symbol of femininity; swan - a symbol of beauty and fidelity and etc.

Winged words

2 h

Winged words about the homeland, the book, friendship, the qualities of people. Winged expressions from the fables of I.A.Krylov:And the chest just opened. And Vaska listens and eats. Get into big bullies without a fight. Yes, only things are still there. I didn't even notice the elephant. Even though the eye sees, but the tooth doesn’t and etc.

Gold placers of folk wisdom

3 h

The life of a word in phraseological units

3 h

Phraseologisms with constant comparisons:like water off a duck's back; like a fish in water; like mushrooms after rain; like a shower; can be seen at a glanceand other Phraseologisms with the names of animals:hare soul, a disservice, not a horse feed, wolfish appetite, chicken memory, dog cold, scared crow and etc.

The mystery of the word in riddles

2 h

Enchanting fairy word

4 h

The originality of Russian folk and literary tales. The role of nationally-colored words in the description of household details:bright room; benches covered with carpet; stove with a tiled stove bench, etc.The magical power of words denoting household items:self-assembled tablecloth, flying carpet, running boots, self-sawing sword, invisible hatand others. Features of the use of words in the beginnings, repetitions, endings of Russian folk and literary tales.

Features of the use of the word in a fairy tale. The use of fused synonyms in fairy tales:sadness-longing, path-path, kingdom-state, sleep-rest; combinations of cognate words:wonderful, wonderful, wonderful, well done, well done, strong, strong, live, live and etc.; repetitions: once upon a time; permanent epithets: Russian spirit, oak table, silver saucer, bulk apple, jelly banks, good fellow, red girl and etc .; epithets-nicknames:Ivan the fool, little mouse, frog-frog, cockerel - golden comb, little havroshechkaand etc.; diminutive words: brother Ivanushka, sister Alyonushka, kids, chicken-pock, chanterelle-sisterand etc.; verbs of motion and antonymic pairs indicating space and time:"How long, how short» , "Whether it is close or far away";expressive comparative turns:"Stand in front of me like a leaf in front of the grass!" and etc., words denoting disapproving marks:grumbler, sloth, stubborn and etc.

Names fairytale heroes: Vasilisa the Wise, Ivan Tsarevich and etc.

Variety of names of animals in fairy tales:Lisa Patrikeevna, gossip fox, Lisafya, fox - oil lip; Kotofey Ivanovich, cat-bayun, cat-handsome and etc.

The word is poetic

2 h

The word as a pictorial means in a poem. Words are vivid epithets, apt metaphors, figurative comparisons in poetic language.

Sounding word

2 h

How impossible to say: about the most common cases of incorrect stress in words:quarter, funds, catalog, beets, watermelon, expert, leisure, provision, sorrel, orphans, calls, more beautiful and etc.

Word through the lens of writing

4 h

Generalization and systematization of the studied material

1 h

Calendar-thematic planning.

1 hour per week.

Total - 34 hours.

EXPECTED RESULTS

As a result of studying the materials of elective classes, the student should know :

• the purpose of words and phraseological units in speech, the peculiarities of the use of unambiguous and ambiguous words, words in the direct and figurative sense, primordially Russian and borrowed words, synonyms, antonyms;
• formulas and rules of speech etiquette, basic speech etiquette situations;
• expressive possibilities of words and phraseological units, their role in the preservation and transmission of the cultural heritage of the people;
• spelling of roots, prefixes, suffixes, endings within the spelling norm established by the Russian language curriculum for grade V;
• setting punctuation marks in a simple and complex sentence within the punctuation norms established by the Russian language curriculum for grade V;

be able to :

• find in folklore texts, in the texts of fiction, scientific, popular science and entertaining literature, lexical and phraseological units with a cultural component of meaning, explain their meaning and role in the text;
• correctly and appropriately to use in oral and written speech unambiguous and polysemantic words, words in direct and figurative meaning, native Russian and borrowed words, synonyms and antonyms;
• choose, analyze and correctly use speech etiquette formulas in oral and written speech in accordance with speech etiquette situations and rules;
• explain the spelling of words, the setting of punctuation marks in simple and complex sentences in accordance with the studied spelling and punctuation rules;
• find the necessary words and phraseological units in explanatory dictionaries, dictionaries of foreign words, synonyms, antonyms, polysemous words, etc., extract the necessary information from a dictionary entry.

Anikin, V.P. The long century of proverbs / in the book: Russian proverbs and sayings / V.P. Anikin. - M., 1988.

Vartanyan, E. A. From the life of words / E. A. Vartanyan. - M.: Det. lit., 1973.

Vartanyan, E. A. Journey to the word: book. for students of Art. classes / E. A. Vartanyan. - M.: Education, 1982.

Gol'din, V.E. Speech and etiquette / V.E. Gol'din. - M.: Education, 1983.

Interestingly about the Russian language / V. A. Ivanova, Z. A. Potiha, D. E. Rosenthal. - SPb. : Enlightenment. St. Petersburg. branch, 1995.

Kolesov, V.V. Culture of speech - culture of behavior / V.V. Kolesov. - L., 1988.

Winged words from the works of Russian literature / auth.-comp. G. L. Nefagina, V. A. Kaptsev, E. Yu. Dyukova. - Minsk: TetraSystems, 2006.

Lvova, S. I. "Let me invite you ..." or Speech etiquette / S. I. Lvova. - M.: Bustard, 2006.

Mikhnevich, A.E. The human word / A.E. Mikhnevich. - Minsk: Nat. Institute of Education, 2008.

Norman, B. Yu. Russian language in problems and answers / B. Yu. Norman. - Minsk: Bel. assoc. "Competition", 2009.

Otkupshchikov, Yu. V. To the origins of the word / Yu. V. Otkupshchikov; - ed. 4th. - St. Petersburg: Avalon; Classic ABC, 2005.

Rosenthal, D.E. et al. Russian language for schoolchildren in grades 5-9. Travel to the land of words: textbook. allowance / D.E. Rosenthal. - M.: Izd. house "Bustard", 1995.

Rusetsky, V. F. Key to the word: Conversations about the language of fiction: a guide for teachers / V. F. Rusetsky. - Minsk: Ecoperspectiva, 2000.

Uspensky, L. N. Word about words: Essays on language / L. N. Uspensky. - Minsk, 1989.

Formanovskaya, N. I. Culture of communication and speech etiquette / N. I. Formanovskaya. - M.: IKAR, 2005.

Shansky, N.M. Life of the Russian word: book. for high school students / N. M. Shansky, T. A. Bobrova. - M.: Verbum-M, 2006.

Dictionaries

Ashukin, S. S., Ashukina, M. G. Winged words. Literary quotes. Figurative expressions / S. S. Ashukin, M. G. Ashukina. - M., 1986.

Aleksandrova, Z.E. Dictionary of synonyms of the Russian language / Z.E. Aleksandrova. - M., 1987.

Akhmanova, O.S. Dictionary of synonyms of the Russian language / O.S. Akhmanova. - M., 1986.

Balakay, A.G. Dictionary of Russian speech etiquette / A.G. Balakay. -
M.: AST-PRESS, 2001.

Zhukov, V.P. School phraseological dictionary of the Russian language / V.P. Zhukov, A.V. Zhukov (any edition).

Zimin, V.I.Proverbs and sayings of the Russian people: Bolshoi explanatory dictionary/ V.I. Zimin, A.S. Spirin. - Rostov n / a: Phoenix; Moscow: Citadel-trade, 2005.

Ivanova, T.F. New Orthoepic Dictionary of the Russian Language: Pronunciation. Stress. Grammatical forms / T. F. Ivanova. - M.: Rus. lang. - Media, 2005.

The culture of Russian speech: an encyclopedic dictionary-reference book / ed. L. Yu. Ivanova [and others]. - M.: Flint; Science, 2003.

Lvov, M.R. School dictionary of antonyms of the Russian language / M.R. Lvov (any edition).

New short dictionary foreign words / otv. ed. N.M.Semenova. - M.: Rus. lang. - Media, 2005.

New spelling dictionary-reference book of the Russian language / ed.-comp. V.V.Burtseva. - M.: Rus. lang. - Media, 2005.

Russian spelling and punctuation rules. Complete academic reference book / ed. V.V. Lopatin. - M.: Eksmo, 2007.

Rosenthal, D.E. Reference book on the Russian language: Spelling. Pronunciation. Literary editing / D. E. Rosenthal, E. V. Dzhandzhakova, N. P. Kabanova. - M.: Iris-press, 2005.

Tikhonov, A.N. School word-formation dictionary of the Russian language / A.N. Tikhonov. - M.: Education, 1991 (and subsequent editions).

Etymological dictionary of a young philologist (linguistics) / comp. M.V. Panov. - M.: Pedagogika, 1984 (and subsequent editions).

Preview:

Municipal state educational institution

"Nikulinskaya basic secondary school"

APPROVED

Director of MCOU "Nikulinskaya OOSh"

I. A. Martynova

Elective work program

"Secrets of Russian Spelling"

7th grade

Compiled by : Stepanova Nadezhda Afanasyevna,

Teacher of the highest category

2015

Work program of the optional course "Secrets of Russian spelling" for grade 7.

Explanatory note.

Document status.

The work program is drawn up on the basis of the federal component of the state standard for general education, the program of general education institutions. Russian language. 5-9cl. (authors M.T.Baranov, T.A.Ladyzhenskaya and others) .- M .: Education, 2009.

Document structure.

The work program includes the following sections: explanatory note, curriculum, the content of the elective course topics, requirements for the level of preparation of 7th grade students, educational and methodological support for students and teachers, literature.

Goals : possession of the spelling norms provided for the 7th grade course;

improving student literacy.

Tasks : consolidation of spelling skills when studying difficult topics in the 7th grade course;

finding spelling in words and justifying their choice.

Intended forms of training.

Practical lessons, seminars, credit lessons.
Estimated results.

Learning outcomes are presented in the student training requirements.

The place of the optional course in the federal basic plan.

According to the federal basic plan, 35 hours are allocated for an optional course, at the rate of 1 hour per week.

Educational-thematic plan.

1. The letters a and o at the end of adverbs. Spelling НН and Н in adverbs. NOT with adverbs in o and e. Hyphen in adverbs. Fusion and separate spelling of adverbs.
2. Spelling of vowels before suffixes in and vsh of gerunds. Not with gerunds. Differentiation of adverbs and adverbs of adverbial origin.
3. Spelling of prepositions formed from nouns, adverbs, adverbs.
4. Spelling of conjunctions, too, so that, on the other hand, etc. Differentiation of conjunctions and combinations of pronouns and prepositions, adverbs and particles.
5. Spelling of particles NOT and NOR with different parts of speech. Distinguishing between particles NOT and NO.

Basic requirements for grade 7 students.

By the end of grade 7, students should:

Know all the difficult spelling in the parts of speech studied in grade 7 and earlier;

Find and correct mistakes in words;

Correctly spell words with unverifiable spelling.

Educational and methodological support

For students

Bogdanova G.A.Test tasks in the Russian language, grade 7, M., Education, 2005.

For the teacher.

Larionova L. G. Collection of spelling exercises. M., Education, 2006.

Lvova S.I. Workshop on the Russian language, grade 7, M., Education, 2006.

Literature.

1. Vyalkova N.M. Working programs in the Russian language. 5-11 grades (according to the programs of M.T. Baranov and others; A.I. Vlasenkov) .- M .: Globus, 2011.
2. Programs of educational institutions. Russian language. 5-9 grades. - M .: Education, 2015

Calendar-thematic planning of the optional course "Secrets of Russian Spelling"

Preview:

MKOU "Nikulinskaya basic secondary school"

Reviewed Agreed Approved by order

at the meeting of the ShMO Deputy Director for SD MCOU "Nikulinskaya OOSh" of teachers of humanity - Sorochinskaya Yu.V. Martynova I.A.

tare cycle ________________ ________________

Head of ShMO: "_____" ______ 2013 "_____" ________ 2013

_________________

Protocol No. ______

from "____" ______ 2013

SECRETS OF SYNTAX AND PUNCTUATION

Extracurricular program

In Russian

IX class

2013 g.

Explanatory note

Modern approaches to language teaching set the teacher and student the task of “looking at the language as if from the outside, seeing all the complexity of its system and learning to answer the question:“ Why do I choose this grammatical structure (morphological or syntactic) to express this extra-linguistic meaning? ” Knowing his Language, a person learns himself, the peculiarities of national thinking and the national picture of the world ”(GA Zolotova). It is at the syntactic level that the most important function of the language is realized - the communicative one. The functional significance of the syntactic level in mastering all types speech activity and the relevance of optional classes in syntax is conditioned.

The proposed program of optional classes is built taking into account the concept, the requirements of the standard of the academic subject "Russian language", the curriculum in the Russian language for educational institutions.

The main goal of optional classes: the formation of the linguistic, communicative, linguocultural competence of students, the development of their logical thinking, creative possibilities.

This goal involves the solution of a number of tasks, the most important of which are:

repetition, generalization and systematization of theoretical information in the section "Syntax and punctuation";

consolidation of the skills of syntactic and punctuation analysis;

improving the spelling (primarily punctuation) skills and abilities of students;

enrichment of the grammatical structure of students' speech on the basis of syntactic synonymy;

the formation of the need to refer to reference literature, the acquisition of the skill of independent work with reference and popular science literature;

acquaintance with the facts of the biography and the main directions scientific activities famous Russian linguists.

Extracurricular activities perform the following functions:

educational (allow you to improve educational and language and communication skills and student skills, form research skills);

diagnostic (make it possible to assess the degree of assimilation of linguistic (syntactic) material, the formation of spelling (punctuation) skills and abilities;

cognitive (as a rule, contain information that is new to students);

developing (they develop independence of thinking, ingenuity, ingenuity, encourage discussion of debatable issues, teach to reason logically, argue their position);

stimulating (develop the need for self-education, stimulate the appeal to a variety of linguistic literature: reference, educational, scientific, popular science).

In optional classes in syntax and punctuation, it is advisable to use such forms of work as seminars, workshops, dictations different types, tests (including computer tests), active teaching methods: solving cognitive problems, preparing educational messages, abstracts and reports, taking notes of scientific and popular science linguistic literature, linguistic discussions.

The program is designed for 17 hours of optional lessons.

What is learning syntax?

1. (Syntax as a section of the science of language) - 1 h

Subject and tasks of syntax. The relationship of syntax with other sections of the science of language (phonetics, vocabulary, word formation, morphology). Basic syntactic units.

Outstanding Russian and Belarusian linguists who contributed to the development of syntactic science (F.I.Buslaev, A.A. Shakhmatov,

V.V. Vinogradov, P.P.Shuba and others)

2. "Still, she's good!"

(Russian punctuation as a system) - 2 hours

Brief information from the history of Russian punctuation.

Why are syntax and punctuation so friendly? Principles of Russian punctuation: structural, semantic, intonation.

Composition of punctuation marks in Russian. Functions of punctuation marks. Punctuation and intonation.

A combination of punctuation marks.

Optional and variable punctuation marks.

Basic reference books and manuals on punctuation.

"This is a tough simple sentence."

3. (Simple sentence as a syntactic unit) - 1 h

How does a sentence differ from other syntactic units? What makes an offer an offer? Signs of a sentence, its relation to a word and a phrase. The meaning, structure and function of the proposal.

Which of the main members of the proposal is more important?

4. (Main members of the proposal) -1 h

Is it always easy to distinguish between subject and predicate in a sentence?

Can a subject be expressed by a noun in a non-nominative case?

Why does the predicate answer different questions? Typical value of sentences.

What is the basis for dividing predicates into simple and compound? Does a simple verb predicate always consist of one word? What does a compound verb predicate consist of? What does a compound nominal predicate consist of?

In what cases is a dash between the subject and the predicate?

Are there adverbial definitions?

5. (Minor members of the proposal) - 1 h

How to correctly pose the question to the minor members of the proposal? Can secondary members answer multiple questions at once?

Syncretic members of the sentence (a walk in the woods: which one or where?).

How to distinguish between application and designated word?

How many categories of circumstances are there in the Russian language?

"This ubiquitous infinitive" (syntactic functions of the infinitive).

What member of a sentence can a noun be in the nominative case?

Are there generalized personal sentences in Russian?

6. (One-piece sentences. Incomplete sentences) - 1 hour

What are the features of the grammatical basis in one-part sentences? Can we talk about subject and predicate in a one-part sentence?

What types of one-piece sentences stand out in Russian? What criteria are used as the basis for dividing one-part sentences?

How to distinguish between one-piece and two-piece incomplete sentences? In what cases is a dash in incomplete sentences?

What role do different types one-part sentences (definitely personal, indefinite personal, impersonal, naming) in the text?

How can a simple sentence be complicated?

7. (Complicated simple sentence) -1 h

Is a complicated sentence a special syntactic unit? Features of syntactic and punctuation analysis of complicated simple sentences.

Writing series and homogeneous terms: do they always coincide?

8. (Homogeneous members of the proposal) - 1 h

What signs are required for homogeneous members of the proposal?

What grammatical norms must be observed when using homogeneous members?

What pictorial and expressive capabilities do homogeneous members of a sentence have?

Can only members of a simple sentence be homogeneous?

How to correctly place punctuation marks in sentences with homogeneous members?

What is pegging?

9. (Separate members of the proposal) - 1 hour

What does "isolate" mean?

Are participial and adverbial phrases always isolated?

What is the difference between clarification and clarification?

Is the union always or does it have a dividing meaning?

What is the difference between plug-in designs and introductory ones?

10. (Introductory words, phrases, sentences) - 1 h

What functions do introductory words and suggestions? What is the role of insert structures?

How to distinguish between introductory words and constructions homonymous to them?

What punctuation marks are used in sentences with introductory and insertion units?

Introductory units as means of expression.

"Magnificent, strong, the word animating figure"

11. (Treatment) - 1 h

The functions of the appeal: draft, evaluative-characterizing, etiquette.

Appeal as a figure of poetic syntax.

Punctuation marks when addressing.

Is there a vocative case in Russian?

"The stumbling block"

12. (Constructions with like) - 1 h

What syntactic positions can be entered by words as if, as if, as if, exactly, etc.?

Is how always comparative?

How to distinguish a comparative turnover from a comparative subordinate clause?

Turnover with how: an isolated member or a part of a predicate?

Is there always a comma in front of how? Features of setting punctuation marks in structures with as if, as if, as if, exactly, etc.

"Everything is relative". What are comparative constructions used for in literary texts?

13.From simple to complex (Complex sentence) - 2 hours

How to correctly determine the number of parts in a complex sentence?

Can a causal relationship be expressed in a complex sentence?

How to correctly build a block diagram of a complex sentence?

What techniques can be used to distinguish between homonymous conjunctions and union words?

What determines the type of the subordinate clause in a complex sentence?

Can the same means of communication attach different types of subordinate clauses in a complex clause?

What semantic relations can develop between parts of a non-union sentence?

"Pitfalls" of parsing and punctuation complex sentences.

Who is speaking?

14. (Foreign speech) - 1 hour

What methods of transmitting someone else's speech do we know?

What does the dialogue consist of? What is dialogical unity?

Do you know the rules of speech etiquette?

Are dialogue and monologue always opposed?

Punctuation of the dialogue.

What should we build a text!

15. (Text as a syntactic unit) - 1 h

What is text? Text as a higher-order syntactic unit that implements the functionality of simple and complex sentences.

What kind of texts are there? Classification of texts.

Why isn't every set of sentences a text? The main features of the text.

How are sentences in the text related? Ways of semantic communication and means of communication of sentences in the text.

Calendar and thematic planning.

1 hour every 2 weeks.

Total - 17 hours.

EXPECTED RESULTS

As a result of studying the materials of elective classes, the student should know:

structure, meaning and functions of the main syntactic units;

typology of simple and complex sentences, the typology of the predicate, secondary members of the sentence, one-part sentences;

types of someone else's speech;

signs of the text, methods and means of communication of sentences in the text;

basic rules for setting punctuation marks in a simple sentence, in a complex sentence; in sentences that convey someone else's speech;

outstanding scientists-linguists;

be able to:

make syntactic and punctuation analysis of simple and complex sentences, sentences with direct speech;

correctly place punctuation marks in a sentence and text in accordance with the learned punctuation rules;

to use reference books on spelling, additional educational literature.

1.Valgina, NS Russian language: Difficulties of modern punctuation. 8-11 grades / N. S. Valgina. - M., 2000.

2.Granik, G.G. Secrets of punctuation / G.G. Granik, S.M.Bondarenko. - M., 1987.

3. Dolbik, EE Collection of examination materials on the Russian language for educational institutions (level of general basic education): texts of dictations / auth.-comp. E. E. Dolbik, R. S. Sidorenko, T. A. Dikun. - Minsk: NIO; Avershev, 2009.

4. Zolotova, G. A. Russian language: From system to text. Grade 10: textbook. manual for faculty. classes in general education. institutions. humanitarian profile / G. A. Zolotova, G. P. Druchinina, N. K. Onipenko. - M.: Bustard, 2002.

5. The concept of the academic subject "Russian language" // Russian language and literature. - 2009. - No. 7. - P. 3–8.

6. Konyushkevich, M. I. Syntax of the Russian and Belarusian languages: similarities and differences :: a guide for the teacher / M. I. Konyushkevich, M. A. Korchits, V. A. Leshchenko. - Minsk: Narodnaya Asveta, 1994.

7.Litvinko, F.M. Russian language. Study of a complicated sentence in V-IX grades / F. M. Litvinko. - Minsk: Avershev, 2005.

8. Mikhalchuk, T. G. Russian speech etiquette. Workshop: textbook. allowance / T. G. Mikhalchuk. - Minsk: Asar, 2009.

9. Olympiads in the Russian language: a guide for the teacher / F. M. Litvinko [and others]. - Minsk: Ecoperspectiva, 2000.

10. Olympiads in Russian language and literature / EE Dolbik [and others]. - Minsk: Bel. assoc. "Competition", 2007.

11.Pechenyova, T.A. Russian language. 8th grade. Punctuation lessons / T. A. Pecheneva. - Minsk: Aversev, 2008.

12.Pechenyova, T.A. Russian language. Grade 9. Punctuation lessons / T. A. Pechenyova. - Minsk: Aversev, 2008.

13.Rules of Russian spelling and punctuation. Complete academic reference book / ed. V.V. Lopatin. - M.: Eksmo, 2007.