What is the case change of nouns called? Number of nouns Explanation of new material

Lesson type: consolidation of new knowledge and the formation of skills
Lesson Objectives:
To consolidate the ability to distinguish by the totality of their features, to use the noun correctly in the right case
Develop speech, thinking, attention
Raise interest in the Russian language
Develop intellectual abilities
Creativity between students
Instill and nurture a love for nature

Equipment: presentation for the lesson, music by P.I. Tchaikovsky "The Seasons"
During the classes:
I.Org.moment -
Line up, sit down quietly
Open notebooks while reciting a poem
I put the notebook correctly
I hold my hand correctly.
I follow the landing
I am friends with purity
On "excellent" I will write.

Write down the number, class work, mark the spelling.
II.The message of the topic and purpose of the lesson -
III.Vocabulary -
Weather December
North January
Wind February
frost birch
Valenki Aspen
How do we work with vocabulary words?
Write in two columns, inserting unchecked vowels
Now check
What time of year can all vocabulary words be attributed to?
Why?
IV.Conversation
As you walked to school, you noticed the weather today. Try to find the most accurate, vivid word to describe this morning.
Let's close our eyes and say in a whisper: winter ... What feeling did it cause you?
(It became cold, sad. And I felt joyful, I love winter ...)

And how did you see or imagine the winter forest.

v.Exercises

To the music of I.P. Tchaikovsky "The Seasons" read and write down the sentence -

Bewitched by the invisible
The forest slumbers under the fairy tale of sleep.
S. Yesenin
Name the nouns written on the second line
What case form is the initial for nouns. (nominative singular form)
Are there any nouns here? initial form?
· Put the rest of the nouns in the initial form, determine their gender.

VI.Fizminutka for the eyes
VII.Working with nouns in the initial form
- Dictation
Write the words in your notebook:
Frost, blizzard, snowfall, fur coat, snowman, ice, bullfinch, skier, northern
What word caused the problem?
Reread the words again carefully. Is there an extra word? Why so decided?
What case are nouns in?
What do you know about the nominative case? (nouns in I.p. are always used without a preposition)
What are the rest of the cases called? (indirect)
What is another name for changing nouns in cases? (declension)

One, two, three, four, five will be the word snow incline (verbally)
What happens to nouns in declension?
· Make a sentence with the noun snow so that it is in one of the oblique cases. Name case

It started snowing and closed some letters in the next task.

On an old birch tree, a curious s__nichka did.
She watched with interest the children under the tree.

What rule did you remember when inserting letters? (on the spelling of unstressed vowels)
How to check an unstressed vowel?
Underline the main terms in the first sentence. What part of speech are they?
What do you know about the case of the subject?
How to determine the case of a noun in a sentence?

VIII.Fizminutka
We are snowflakes, we are fluffs,
We are not averse to spinning
We are snowflakes - ballerinas,
We dance day and night!
Let's stand together in a circle,
It turns out snow!
We whitewashed the trees
Roofs covered with snow
The earth was covered with velvet,
And saved from the cold.

IX.Independent work
Write the word combinations by opening the brackets. Put the noun given in brackets in the indicated case. If necessary, add a preposition, highlight the ending of the noun.
Branch (rowan) R.p.
Walk (street) D.p.
Admire (snowflake) etc.
What is the peculiarity of nouns in D.p.? (prepositions to, by)

Russian nature is beautiful in all seasons. This is how R. Rozhdestvensky, with the help of one of the cases, speaks about her with inspiration:
Did you recognize the case? Prove
What is the peculiarity of nouns in the prepositional case? (use only with prepositions)

And now let's go to the Winter Museum, where she exhibited paintings showing the beauty of winter nature. Consider them carefully and choose for yourself the one that you like the most.

x.Homework
Decline the noun winter
Reflection
- Our lesson is coming to an end,
- I made sure:
- All case questions
- You learned easily.

XI.Lesson summary
What did we do in class?
What task caused difficulty?
What task did you like?
· Thank you for your work.

Lesson grades

What is a case, how many cases exist in Russian and how to correctly determine the case of nouns? You will find answers to these and many other questions in the article. We will talk about the features of the declension of nouns by cases, we will give illustrative examples, we will teach to determine the case form not only for inflected, but also for indeclinable forms of words.

What is the case of nouns?

Case of nouns in Russian- This morphological trait denoting the grammatical relationship of nouns to other words in phrases and sentences. The case is expressed by a system of rows of noun forms opposed to each other and is an inflectional feature.

Declension of nouns by cases is studied in the 4th grade.

Declension of nouns by cases

There are six cases in Russian- one direct (nominative) and five indirect. Changing the names of nouns by cases is carried out using a system of case endings (inflections).

Examples of noun cases in the table:

How to determine the case of a noun?

There are several ways to determine the case of a noun.

Dative

Lesson 112-113 objectives: 1) to form the ability to find nouns in the dative case on questions; 2) to acquaint children with the meaning of nouns in the dative case (the meaning of the addressee).

Lesson 112

Work on teacher questions: Which case follows the genitive case? Why is the dative case so called?(If necessary, you can refer to the material on p. 58 of the textbook.)

Work on the instructions of Sovenok (p. 64 of the textbook).

Collective compilation of phrases with nouns in the dative case with a choice of prepositions (Ex. 92 from the textbook). Be sure to highlight the endings of nouns.

Finding phrases with nouns in the dative case in sentences can be carried out in the form of pair work (Ex. 64 from RT). It is important to pay attention to the issues of the dative case, the prepositions that are used with nouns in this case, and the endings of nouns in the dative case.

Commented copying of the text (Ex. 93 from the textbook).

Lesson Summary: How can you tell if a noun is in the dative case?

Homework. Ex. 63 from RT.

Lesson 113

Work on assignments and teacher questions: Nouns in the dative case are always used when we sign envelopes. Remember which words on the envelope should be in the dative case.(Surname, name and patronymic of the addressee.) Let's execute ex. 95 from the textbook. Let's see if everything is written correctly on the envelope.

Work on indicating the addressee (Ex. 96 from the textbook). You can also invite children to come up with complex surnames in which two roots would stand out ( Zlatokudrov, Sineglazov and so on.).

Independent written answers to questions (ex. 66 from RT).

Drawing up a story according to a drawing and supporting phrases (Ex. 94 from the textbook).

Lesson Summary: In what case are nouns usually used to name the addressee?

Homework. Ex. 65 from RT.

Lessons 114-115. Change of nouns by cases (declension)

Accusative

Objectives of lessons 114-115: 1) to teach children to determine the accusative case of nouns by questions, prepositions and the syntactic function that they perform (the noun in the accusative case is a minor member of the sentence); 2) to form the ability to distinguish between nouns in the nominative case and in the accusative case; 3) update students' knowledge about the main members of the proposal.

Lesson 114

Work on the instructions of the teacher: Guess what case of nouns we are going to talk about today.

Work on the instructions of Sovenok (p. 66 of the textbook).

Finding nouns in the accusative case in the text (Ex. 97 from the textbook).

Creating a problem situation: Try to determine in which case the word is usedhouse . (Children's answers are heard.) You have seen that outside of a sentence, we cannot accurately determine the case of a word. Let's try to determine the case of this noun in the sentences from ex. 98 textbook. How does Samovarov advise to distinguish between nouns in the nominative case and the accusative case?

Reading Samovarov's message on p. 67 textbooks. The teacher can suggest another way: you need to ask a double question to the noun. For example: I see(what? whom?) house(V. p.). (What? who?) House(I. p.) stood near the river. Logs put(to what? to whom?) into the stove(V. p.). (What? who?) logs(I. p.) burned in the oven.

Execution of ex. 99, 100 (the task to write down verses from memory in the lesson is not performed) from the textbook.

Consolidation of children's ideas about the differences between nouns in the nominative and in the accusative case (exercise 57 from RT). Filling in the table (exercise 58 from RT).

Lesson Summary: How to distinguish nouns in the nominative case and in the accusative case?

Homework. Ex. 100 from the textbook (write down any passage from memory).

Technological map of the lesson

Teacher's name: Kovalenko Ludmila Nikolaevna

Class: 2

UMC:"School of Russia"

Item: Russian language

Subject:"Changing nouns by questions. General presentation."

Lesson type: learning new

The place and role of the lesson in the topic under study: the first lesson, the formation of ideas about a new grammatical feature of a noun.

Target: formation of ideas about a new grammatical feature of a noun

Planned results

subject knowledge

Subject actions

UUD

Regulatory

cognitive

Communicative

Personal

Animate and inanimate, proper and common nouns

Determine the grammatical features of a noun in its initial form - gender, number, animate / inanimate, proper / common noun, case change.

- define the purpose of the lesson based on an analysis of what is already known and learned;

On one's own evaluate the correctness of the action and make adjustments;

- on one's own find options for solving a learning problem;

- summarize and do conclusions on the studied material;

- transform models, diagrams, symbols;

Realize comparison and classification studied objects;

- generalize material;

- choose most effective ways solving problems depending on specific conditions;

- analyze information received;

- construction logical chain of reasoning;

– understand the situation of the conflict, contribute to its resolution;

To admit the possibility of the existence of different points of view, including those that do not coincide with one's own;

– use speech to regulate their actions;

Develop listening and hearing skills;

Build speech structures clearly and clearly;

Ability for self-assessment and partner assessment based on success criteria learning activities;

Show interest in learning

Show desire and interest in learning new things

During the classes

p/n

Name of the lesson stage, time

Task,

which should

be resolved

FODU

Actions of the teacher to organize

student activities

Student activities

(subject, UUD)

Result of interaction

(product, UUD)

Diagnostics

achievement of the planned results of the lesson

Org. moment

1-2 min.

Set children up for productive work

Greets students, sets children up for fruitful work (Slide 2)

Good morning,

The day has begun!

We are not too lazy to do it!

The lesson starts

He will go guys in good!

Try to understand everything

Together to open secrets,

Give complete answers

And help your friends.

Hope for fruitful cooperation!

Today in the lesson we will discover secrets, solve ciphers, gain new knowledge.

Regulatory:

Looking forward to fruitful cooperation;

Communicative:

Listen to the teacher's instructions

Regulatory:

Settled for fruitful cooperation;

Communicative:

Ability to listen and hear

Knowledge update.

4-5 min.

Repeat the grammatical features of a noun

"Rebuses". They need to be found, they are hidden somewhere near you. Find each of your puzzles and guess it, write down the answer on a piece of paper!

(Pike, butterfly, shark, swallow, cow, road, table, reeds, Iraq, cinema, joke, cupboard).

Stand up, everyone, with your words, in order.

Name each, in turn, the received word!

- NUMBER!

- Get into groups based on grammar GENUS!

- Check and discuss in your group whether you have identified the attribute correctly. Let's check together!

- Get into groups based on grammar Own - common nouns!

- Check and discuss in your group whether you have identified the attribute correctly. Let's check together!

Get into groups based on grammar animate - inanimate!

- Check and discuss in your group whether you have identified the attribute correctly. Let's check together!

The grammatical signs of which part of speech have we now determined? (Noun)

Well done! Sit down!

Subject:

Determine the grammatical features of a noun;

Personal:

Evaluate themselves and their partner based on the criteria set by the teacher

Regulatory:

- find solutions to a learning problem

Cognitive:

Recode information (puzzles into words)

Compare and classify objects according to teacher-specified criteria;

Communicative:

Communicate in groups

Subject:

Updated knowledge on the definition of grammatical features of a noun - gender, number, animate / inanimate, proper / common noun;

Personal:

Performed self-assessment and evaluated the partner based on observation during the task with puzzles and the definition of gram.signs;

Regulatory:

- independently divided into groups depending on the gram.sign;

Cognitive:

Compared and classified the received words;

Communicative:

– resolved a dispute between students by giving weighty arguments;

Setting the goal of the lesson.

1-2 min.

Determine the purpose of the lesson

What part of speech are we going to talk about today?

(Slide 3)

What do we already know about this part of speech? (A noun has grammatical features: gender, number...)

Look at the diagram, do we know everything about the noun?

Does anyone have any idea what the sign is?

Which target our lesson?

(Learn one more sign of a noun name ...)

This main secret our lesson!

Subject:

Name the grammatical features of a noun;

Regulatory:

Determine the purpose of the lesson based on an analysis of what is already known and learned;

Cognitive:

Working with a schema

Communicative:

Build a monologue statement;

Subject:

Repeated the grammatical features of the noun;

Regulatory:

The goal of the lesson is set as a result of the dialogue;

Cognitive:

Improved ability to work with diagrams

Communicative:

Constructed correct monologue statements;

Opening new.

6-7 min.

Decline the noun, highlight the ending, consolidate the grammatical features of the noun

We will be able to reveal this secret by completing the task on green card. (slide 4)

Read the assignment! Is everything clear? Insert the missing word, changing it depending on the question.

Is the mission clear to everyone? Do we know everything to complete the task?

(No, I don't know what word to insert)

Where do you think the answer to this question can be found?

(There is a riddle on the card, it will help us)

For weak children, vowels are omitted in the guess word.

Well done! Read the riddle and give an oral answer!

Guys, what part of speech is the word pine?

What grammatical features can you name? All called, no! There is one thing we don't know about.

Complete the task! You have one minute to complete the task.

Examination ! (Slide 5) We read the sentence, what is the ending in the word pine !? Check if everyone did it?

What has changed in the word? (ending)

Those. changed the form of the word?

Why did the word change form in each sentence?

What conclusion can be drawn?

(That the word changes form depending on the question).

Guys, since the word PINE exists, what conclusion can be drawn?

The noun also changes according to the questions!

And who knows what this phenomenon is called in Russian?

Let's ask the Wise Owl, her answer is on page 36. Read.

What is the change of a noun into questions called? (Declination or change in cases).

Guys, declination is our secret, which we could not guess at the beginning! This is a grammatical sign of a noun!

Subject:

Change the word on questions, determine the grammatical features of the noun, highlight the ending,;

Personal:

Self-assessment and assessment of a partner based on the analysis of educational activities;

Regulatory:

Independently evaluate the correctness of the action and make the necessary adjustments;

Cognitive:

Choose the most effective ways to solve problems depending on specific conditions;

Communicative:

– build clear and concise arguments to prove their point of view;

Subject:

- got the opportunity to work out the change of words on questions, determine the grammatical features of a noun, highlight the ending;

Personal:

- the action of mutual control is organized;

Regulatory:

The correctness of the assignment was analyzed and adjustments were made based on comparison with the answer;

Cognitive:

Found the most effective ways to solve problems;

Communicative:

Fixed skill justify the answer in a clear and concise manner;

Opening new.

8-10 min.

Define questions for each case

We learned that declension is a change of a noun according to cases. And who knows what cases are in Russian? And how many are there?

Problem.- What is the purpose of the next task?

Find out the name of the cases. (slide 6)

Read the story of the wise owl on the screen!

How many cases are there in Russian? What are their names?

At one school, the guys figured out how easy it is to remember their sequence. Do you want to know? (Slide 7)

Now we know the name of the cases. Can we determine the case of a noun? (No)

What do you need to know? (What questions does each case answer!)

We will reveal this secret by completing the task on orange card! (Slide 8) Take her.

What did you see? (Table)

What columns are in the table?

Which column is left blank? Do you think we can complete it?

Which columns will help us define the question?

(Words helpers and examples)

Let's complete the first line together!

In the line nominative case, what is the word helper? An animated example? We ask the question - who is there? Bear, now we ask a question to an inanimate noun?

Got What? Pine. Do you know how to ask questions?

Now we will select the question for the genitive case, similarly!

Complete the remaining passes in pairs!

Let's check if you wrote the questions correctly?(Slide 9)

Open the textbook on p.38. Check it out as a couple!

What secret did we discover by completing the task?

(learned case questions)

Guys, the bear says a huge thank you for the fact that you completed the task correctly and offers to complete physical minute!!! Let's stand together and repeat after him!

Subject:

Determine questions based on the words helpers;

Personal:

Show attention and desire to learn new things;

Regulatory:

- independently find solutions to the educational problem;

On the basis of the completed task, conclusions are drawn;

Cognitive:

- work with textual information and a table

Communicative:

– use clearly formulated speech constructions to justify their choice;

Subject:

The ability to determine case questions based on the words of helpers has been formed;

Personal:

Regulatory:

- independently found ways to determine questions;

Conclusions are drawn on the basis of the completed task;

Cognitive:

Case questions were analyzed and subsequently entered into the table

Communicative:

Fixed skill

work in pairs

Primary fastening.

4-5min.

Fix the grammatical features of the noun

Now, let's check. Do you remember all the discoveries? Open the textbook, on p.38. Find exercise 67. What should be done? Do you understand all the words?

What is WOLF? Find the meaning of this word (Slide 11).

Subject:

Generalize and consolidate the grammatical features of the noun;

Personal:

Show attention and desire to complete the task correctly;

Argument their choice for self-assessment and assessment of a partner based on the criteria for the success of educational activities;

Regulatory:

Identify and recognize what has already been learned Cognitive:

Build a logical chain of reasoning;

Communicative:

Listen and enter into a dialogue, participate in a collective discussion.

Subject:

The ability to determine the grammatical features of a noun has been formed - animate / inanimate, own / common noun, number, gender; got acquainted with the change of the noun by cases;

Personal:

Strengthened the ability for self-esteem and partner evaluation;

Regulatory:

Analyzed information about the grammatical features of the noun

Cognitive:

An analogy is drawn between the studied material and one's own experience.

Communicative:

Fixed skill

build correct statements;

Information about homework instructions for its implementation

1-2min.

account 38, exercise 66

See what needs to be done. Speak one word orally.

Reflection

Generalize and repeat the grammatical features of a noun, consolidate the grammatical feature of a noun - declension

What is the purpose of our lesson?

(LEARN THE SIGN OF THE NOUN)

What sign of a noun do we recognize? (declension)

What is declination?

What cases do you remember?

What questions do they answer?

What words help determine the case of a noun?

Take blue cards. Pay attention to task number 1. What do you think needs to be done? Fill the gaps! Do the task in pairs! (Slide 12).

Case name

Question

Nominative

Whom? What?

To whom? What?

Accusative

About whom? About what?

Check out a friend! (Slide 13) Rate yourself and a friend on the evaluation sheets!

Look at task number 2? (Slide 14) What do you see there? What do you think should be done?

Z challenge: complete the diagram using the knowledge of the noun!

Check out a friend! (Slide 15) Rate yourself and a friend on the evaluation sheets!

(Slide 16)

Let's sum up the evaluation sheets! Rate yourself for the lesson as a whole! Rate a friend for the whole lesson! Write your wishes, suggestions or comments on the organization and content of the lesson?

Thanks for the lesson, bye!

FILLING IN THE TABLE AND SCHEME ON THE TOPIC OF THE LESSON

1. Declination.

2. Addition.

3. Conjugation.

What part of the sentence is a noun in the nominative case?

1. Minor.

2. Subject.

3. Predicate.

3. What questions do nouns in the genitive case answer?

1. Whom? What?

2. To whom? What?

3. About whom? About what?

What prepositions are used with nouns in the genitive case?

2. Under, over.

3. From, without, from, to, from.

5. What questions do nouns in the dative case answer?

1. About whom? About what?

2. To whom? What?

3. Who? How?

Read. In which phrase is the noun used in the dative case?

1. Sail to the shore .

2. Write about nature .

3. Walk near the house .

7. In what case do nouns answer questions whom? What?

1. In the nominative.

2. In the dative.

3. In the accusative.

Read. In which phrase is the noun used in instrumental?

1. Grows under the tree.

2. I draw pencil .

3. I see sea .

In which case are nouns not used without prepositions?

1. In the prepositional.

2. In the dative

3. In the accusative.

In which phrase is the noun used in the prepositional case?

1. Tell about a friend.

2. Write with a pen.

3. Draw a tree.

__________________________

Topic "Three declensions of nouns"

What nouns belong to the 1st declension?

1. Nouns masculine and female with endings -and I.

2. Nouns male with zero ending and neuter with endings -o, -e.

3. Feminine nouns with a zero ending.

What declension are feminine nouns with a zero ending?

1. To the first.

2. To the second.

3. To the third.

What declension do neuter nouns belong to?

1. To the first.

2. To the second.

3. To the third.

Read. In which line are all the nouns of the 1st declension?

1. Day, night, salt.

2. Earth, country, moon.

3. Mirror, lake, dawn.

Read. In which line are all the nouns of the 2nd declension?

1. Dream, sea, summer.

2. Family, uncle, winter.

3. Mouse, shadow.

Read. Which line contains invariable nouns?

1. Window, lake, canvas.

2. Subway, coat, cinema.

3.Mirror, glass, apple.

Fill in the missing words.

To determine the declension of a noun in a sentence, you need to put it in its initial form - in the _________________ case of _____________ number.

Write down the nouns, putting them in the initial form.

A quiet mist rises over the yellow fields.

___________________________________________________

Underline the 3rd declension nouns.

Autumn, speech, stump, rye, pain, deer, goalkeeper, blizzard, salt, carrots.

Correct mistakes.

Country (3), tree (2), snow (1), pride (3), Marina (1), darkness (2), warmth (2), horse (1).

RUSSIAN LANGUAGE

Topic: Stressed and unstressed noun endings

Target:show that vowels in the case endings of nouns can be in stressed and unstressed positions, introduce the method of checking
unstressed vowels in the endings of nouns.

Organizing time

A minute of calligraphy

____________________________________________________

Consider the pattern. What word is in the pattern? What is library? The word library consists of two ancient Greek words: biblios - book, teke - storage. Write the pattern, pronouncing the spelling of the word library. What story are the following lines taken from?

And if you are polite

then you are in the library

Nekrasov and Gogol

take not forever.

________________________________________________

Read the words. How are these words combined? How do they differ? Write down the words. Underline the spellings. At the end of which nouns after hissing is a soft sign written? Give examples.

We .. shared on the deck and admired the surroundings .. of the river .. ki.

Read. Write by inserting the missing letters. name homogeneous members offers. How are homogeneous predicates related? Underline the endings in nouns.

Reporting the topic and objectives of the lesson

Explanation of new material

Execution of ex. 162

Students find out that

¾ nouns can have stressed and unstressed endings, i.e. vowels in endings can be either stressed or unstressed (it is necessary to show the connection between orthograms: an unstressed vowel at the root of the word and an unstressed vowel at the end; both obey the basic law of Russian writing - in an unstressed position require verification);

Stressed and unstressed endings of nouns of the same declension are pronounced differently, but are written the same way, i.e. unstressed endings can be checked by shock;

To check an unstressed vowel at the end of a noun, it is necessary to replace it with a noun of the same declension in which the vowel of the case ending is under stress.

Reading the rule on p. 101.

Execution of ex. 163 (performed in accordance with the tasks for it.)

Acquaintance with the sequence of actions when checking unstressed vowels in the endings of nouns(Ex. 164)

case	Questions for cases	Noun examples
case	Questions for cases	Unit number	Mn. number
Nominative	Who? What?	Buddy b, branch A, lakes O	Buddy And, branch And, lakes A
Genitive	Whom? What?	Buddy I, branch And, lakes A	Buddy to her, branches, lakes
Dative	To whom? What?	Buddy Yu, branch e, lakes at	Buddy pits, branch am, lakes am
Accusative	Whom? What?	Buddy I, branch at, lakes O	Buddy to her, branch And, lakes A
Instrumental	By whom? How?	Buddy eat, branch Ouch, lakes ohm	Buddy yami, branch ami, lakes ami
Prepositional	About whom? About what?	Oh buddy e, oh branch e, about lakes e	Oh buddy I, oh branch Oh, about lakes Oh