Presentation of definitely personal proposals 8 cl. Definitely personal suggestions. III stage. Explanation of new material

Slide 9

Definitely personal suggestions

Slide 10

Work on the theme

Find in paragraph No. _ the continuation of the definition “Definitely personal sentences are ...” Determine which person and number the predicates in the examples indicate: I love you, Peter's creation ... My friend, we will devote souls to the homeland with wonderful impulses. I'll tell you a fairy tale. Choose your favorite book. 3. Can we say that these proposals are definitely personal? Why?

slide 11

CONCLUSION

In definite personal sentences, the main member is the predicate in the form of the verb 1 or 2 person singular or plural.

slide 12

Consolidation of the studied

Exercise No. , page (commented performance) Selective work (independent work) Write out definite personal sentences: I like to observe the nature around me. She amazes me with her beauty. Admiring nature, I try to peer into it and listen to all the sounds it makes. Take care of the nature of your native land!

slide 13

Lesson summary

We met with definitely - personal proposals. These are one-part sentences, with the main member of the predicate - a verb in the form of 1, 2 persons, singular and plural. Definitely - personal sentences are found in lively colloquial speech.

Slide 14

Homework

Paragraph No, page Choice task: Exercise No. Write out definitely personal sentences from any work of art (for example, N.V. Gogol "The Inspector General", 3-4 sentences)

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"Incomplete sentences" - Students must. Full. I will endure. Place punctuation marks, indicate incomplete sentences. And if you get caught, if they torture you? Zavaruhina Galina Anatolyevna, teacher of Russian language and literature, secondary school №2. Be able to: distinguish between complete and incomplete sentences, use incomplete sentences in speech. Incomplete.

“Lesson One-part sentences” - You chase two hares ... Do you like to ride .... Show off, city of Petrov! Die yourself ... Quietly. A cold wind is blowing outside. Self-test. 1. Find an extra offer. Syntactic analysis of the sentence. Working with a table. Don't cry in vain. The long-awaited winter has come. Did the job… “Single-part sentences.

"One-part sentences" - Check: A general lesson on the topic "One-part sentences." Synonyms: What words are called synonyms? Use one-part sentences in speech. Should be able to: Distinguish single-part sentences from two-part sentences. Self-examination: Hates- ch-excl 2 sp, in 3 l unit.

“Indirect speech” - Andrey understood everything and said Well, I agree. Task: Write, put punctuation marks. Ege. Ilya asked in an undertone from the whistles from the pier. Convert direct speech to indirect speech. Ways of transmitting someone else's speech Direct speech Indirect speech. How to make citations? Indirect speech conveys someone else's speech not verbatim, but only with the preservation of the general content.

"Dialogue direct speech" - What is dialogue? A: "p?" For example: L. N. Tolstoy said: “We all need each other in the world.” What is the difference between direct speech and dialogue? "P?" - a. "P!" - a. P, a. P! - a. For example: Dialog graphics. A: "p." "Stop, brothers, stop!" - the monkey screams. What is direct speech? P? - a.

"A Certain Personal Proposal" - I'll tell you a story. Independent work. Single sentences. Forests are the greatest sources of health. Why? Title the text. Today at the lesson. Repetition. Work on the topic. 5 correct answers - "5"; 4 correct answers - "4"; 3 correct answers - "3", the rest - "2". Definitely personal suggestions.

, Competition "Presentation for the lesson"

Class: 8

Presentation for the lesson

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Goals lesson: to give the concept of a definite-personal offer.

Tasks:

• to form the ability to find definitely personal proposals according to their meaning, structural features;
• to form the ability to use definite personal sentences in speech;
• develop teamwork skills.

Lesson type: explanation of new material.

Forms of organization of activity: frontal, steam room, group, independent.

Equipment: PowerPoint Presentation, didactic material, reference literature.

During the classes

I stage. Updating a new theme

On the slide is task B 4 of the Unified State Examination in the Russian language (slide No. 2).

Among sentences 1 - 6, find a simple, definitely personal sentence.

(1) We raced through the night from the coast of Iceland to Norway. (2) I leave the cabin on the wing of the bridge. (3) Wind, rain immediately became loud. (4) I was just blown off the deck. (5) I brought the binoculars to my eyes. (6) A warning signal was lit at a distant lighthouse ...
(According to V. Konetsky)

What do you need to know and be able to do this job?

(Students identify the problem, formulate goals and objectives for the lesson.)

II stage. Repetition of the material covered in the previous lesson

(“The concept of one-part sentences.”)

1. Task: Read the diagram, replacing "?" concepts (slide number 3)

III stage. Explanation of new material

1. Task: consider the diagram (slide No. 4), indicate the place of a definitely personal sentence among other one-component sentences.

2. Work in groups(slide number 5).

Exercise:

1. Write out verbs - predicates from texts, determine their forms
2. Discuss in a group, draw up a general conclusion, diagram, etc.
3. Prepare a speaker for the group

Texts (slides No. 6 - 9)

1) I love you, Peter's creation!
I love your strict, slender appearance,
Neva sovereign current,
Its coastal granite.
(A.S. Pushkin)

2) Left will you go- horse lose, to the right will you go- a life lose, straight will you go - you will live yes yourself forget.

3) In the depths of Siberian ores
store proud patience,
Your mournful work will not be lost
And doom high aspiration.
(A.S. Pushkin)

4) ... Sliding on the morning snow,
Dear friend, surrender running impatient horse.
And visit fields are empty
The forests, recently so dense,
And the shore, dear to me.
(A.S. Pushkin)

Speech by representatives of the groups, discussion.

3. Task: compare two sentences (slide number 10)

I love you, my Russia!
I love you, my Russia!

Why does the absence of a subject in the second example not change the meaning of the sentence?

Why did the appearance of such one-part sentences give rise to the name "definitely personal"?

What pronouns can be used to restore the subject in a definite-personal sentence?

4. Historical background(slide number 11)

For the first time, M. V. Lomonosov drew attention to the specifics of sentences with a pronominal subject. In "Russian Grammar" he writes: "The personal verb of the final mood has the nominative case explicit or hidden same number and person

5. Using the diagram (slide number 12), define a definite personal offer.

IV stage. Fixing new material

1. Work in pairs(slide number 13)

Exercise:

1. Solve your assignment
2. Tell your partner the rationale for your decision, discuss the solution in pairs
3. Compare solutions with correct answers (Slide #14)

1 option

1. I'll walk across a wide field.
2. A lot of interesting things are written in the magazine.
3. Always try to complete the work on time.
4. On the way, I met many friends.
5. Do you hear these strange sounds?
6. You can take these tips as a rule.

Option 2

1. The library closes at seven sharp.
2. When will you arrive in our city?
3. I carefully raise the branch and watch the animal.
4. Be sure to plan your essay.
5. Her beauty cannot be admired.
6. Please provide an example from the text.

2. Task: Compose short story according to the illustration, I use definitely personal sentences in the text (slide No. 15)

Reading the compiled texts, their evaluation.

V stage. Summing up the lesson

1. Back to USE task with which we started the lesson (slide number 16)

Can you complete this task now?

(Students solve the task, give reasonable answers.)

2. And now, using the diagram, summarize the lesson for yourself (slide number 17)

Homework: n. 21, ex. 160.

Abstract open lesson in 8B class

Topic: "Definitely personal proposals." 11/13/2013.

Goals:

educational

Teaching the ability to find one-part and two-part sentences;

Give the concept of definite-personal sentences;

To form the ability to find definitely personal sentences by meaning, their structural features;

Educational

Develop the ability to use one-component sentences in different styles.

Educational

Instill love for the Russian language.

UUD:

regulatory: to process and systematize the information received, to compile a table on observation in the group, the choice of grounds for classification; be able to convert information from one form to another, control and evaluate their activities

communicative: the ability to clearly, accurately, fully express one's thoughts, work in pairs, master monologue and dialogic forms of speech;

cognitive: the ability to analyze sentences, structure knowledge.

Lesson type : explanation of new material.

Teaching methods : Work with textbook, reference table, solution problematic issues, practical work.

Equipment and TCO 1. Textbook.

2. Notebook.

3. Computer presentation.

4. Flowchart: "One-part sentences."

5. Cards with offers.

6. Test.

Pedagogical technologies: technology of secondary comprehension of knowledge, workshop on secondary consolidation, development of skills for their application.

Terms : one-part and two-part sentences, the grammatical basis of the sentence (subject, predicate), grammatical features, definite-personal, indefinite-personal, generalized-personal, impersonal, nominal sentences.

During the classes

Orgmoment

introduction teachers. Statement of the educational task.

Hello guys! I am glad to see you. I hope for fruitful cooperation. We know catchphrase: "It's not a shame not to know, it's a shame not to learn" (slide 1) (Personal UUD)

How do you understand this statement? (It is bad when a person does not have knowledge, but even worse when he does not strive to get them, when he does not make any effort to comprehend something new for himself).

So let's spend today's lesson under this motto. After all, Bernard. Shaw said: "The only way that leads to knowledge is activity"

Write down the number, great work.

Everyone has a self-assessment sheet on the table. As you complete the tasks, put yourself a mark: "5" if everything was done without error; "4" -1-2 mistakes, "need to repeat"

Type of work

1. Oral warm-up "The fourth extra".

2.Terminological football.

3. Analysis of proposals.

4. Filling in the block diagram.

5. Work in groups.

6.Syntactic analysis of the sentence.

7. Exercise 139

8. creative work.

9. Final grade.

"5"

"4"

Need to repeat!

Guys, in the last lesson we got acquainted with one-part sentences. Let's check how you navigate in the acquired knowledge.

1 Task for oral warm-up: find the fourth odd one, justify your choice. From place)….

(slide 2)

1) It was difficult to breathe in the frosty air.

2) I don't want to go back.

3) Morning.

4) Outside the window one could see an already plowed field. (two-part) All others are one-part

(slide 3)

1) The baby is not sleeping.

2) Evening is coming.

3) The heart beats loudly.

4) Good is not sought from good. (one-piece). All others are bipartite.

What does a two-part sentence mean? What about one-piece? Complete the task on the card. Grade…

2 Task Terminological football. (CommunicativeUUD)

We continue by repeating some theoretical concepts on this topic. What questions could you ask each other to check the knowledge level on the topic studied. (Q&A)

3. Organization of ways to solve the problem of the lesson and its solution through analysis, generalization.

Look at the slide. What task can be completed with this offer?

In a sentence I look out the window and do not recognize the forest - grammatical basis...(look and don't know) (slide 4)

(personal, cognitive UUD)

Guys, there is no subject in the sentence, but is it possible to say who is doing the action? Who?

Such proposals are called definitely-personal. How to explain this term? What is the face here? What pronoun corresponds to 1 person singular? Can we convert this one-part sentence into a two-part sentence?

Are sentences in which there is only one main member incomplete in meaning? Do they understand us?

What can be the conclusion?(slide 5)

One-part definite-personal sentences are such sentences in which the grammatical basis consists of only one main member and the absence of the second does not cause semantic incompleteness.

What is the topic of today's lesson?( slide6)

4. Formulate a goal.

( slide7)

I remind you that the formulation of the goal is built according to the plan "remember-learn-learn" (Regulatory UUD)

(slide 8)

-remember the difference between single-component and
two-part sentences; verbal and nominal; nominal sentences;
-give the concept of definite-personal proposals;
- learn to find definitely personal offers;
determine the type of one-part sentences

Write the topic in your notebooks.

5. Study of new material. Offer analysis.

Guys, working with sentences, we learn that the pronoun of only 1 person, the singular can be substituted for the predicate in definitely personal sentences.

Commented letter. (slide 10) (Regulatory and cognitive UUD-forecasting)

To the blackboard…

Determine which forms of the verb (mood, person, number) are used in o-l suggestions X?

But here with victory congratulations My dear Tatyana. (A.S. Pushkin)

Where running , the path is sweet? (M. Isakovsky) (ex. Nakl., 2 sheets., singular)

What rule can we repeat? Is an appeal a member of a sentence?

To the blackboard…

What laughing ? Above oneself laugh! (N.V. Gogol) (ex. Nakl., 2 p., pl.)

And day and night on the snowy desert hurry break my head to you. (A.S.Griboedov)

Tell me to meet them me with childish love and obedience. (A.S. Pushkin)

(commander. Inclination, 2 l. Unit. h)

Explain the punctuation marks in the sentence.

Everyone : What sentences are called definitely-personal? What form should the verb be in? In what person, number?

Conclusion : verbs in the form of 1, 2 persons singular and plural incl. , led incl.(slide 11-12)

What pronouns correspond to 1st and 2nd person?

6. Filling in the block diagram.

Complete the table using what you have learned.(Check on slide #13-14)

Fizminutka (slide 15)

About the fly.

Let's get some rest. Without using your hands, perform movements with facial expressions, facial muscles.

Imagine that a fly flew into the classroom, circled, circled and sat on your forehead.

It flew off and flew back, sitting on your cheek. Now she sat on your chin. Moved to the nose. A lot of flies flew in and covered your whole face. The fly sat on the shoulder, leg. A fly is circling around the face, try to catch it.

Workout for the eyes. Look at the floor, ceiling, window, door, board. And in reverse order. Okay, well done, let's continue the lesson.

8. Repetition of the algorithm.

Guys, what needs to be done to correctly determine the type of offer? Let's repeat the algorithm.

find the grammar

look: one-part or two-part sentence

if it is one-part, then I look at what is available: subject or predicate

if the predicate, then I determine how it is expressed and, according to the tables, I determine the type of a one-part sentence

if the subject is only denominative.

9. Work in groups. (slide 16) (Communicative UUD). Identification and development by students of a method of action that allows them to consciously apply the acquired knowledge.

- Guys, you have leaflets with suggestions on your desks. What kind of work do you think we can do with them? What do you think we will do, based on the topic of our lesson?

1. group Among the proposals, mark onlytwo-part.Write down the offer numbers. (2,4,11,12) and grammatical background.

Group 2 Among the proposals, mark onlyone-part definitely personal.Determine what part of speech the main member of the sentence can be expressed. Write out the numberssentences. (1,5,7,9,10) and grammatical basis

3. group Among the proposals, mark onlyone-part denominations. Determine what part of speech the main member of the sentence is expressed. Write down the sentence numbers (3,6,8) and the grammatical basis.

Guys who are confident in their abilities, you can distribute all the proposals, hand in notebooks and get a mark. (first 3 people)

Card.

1. I love a thunderstorm in early May. (o/l).

2. In the gardens, the students dig in the trees. (dv).

3. Autumn. (n).

4. Joy, filling the heart, pulls you up, into the sky, to the stars! (dv).

5 Will you come with me? (o/l).

6. Early morning. (n).

7. Stand up for the truth with a mountain. (o/l).

8. Here is the gazebo (n).

9. Return the book to the library. (o/l).

10. Look at them! (o/l).

11. The rain roared, roared, clapped. (dv).

12. I am ready to scatter my heart around the world. (dv).

Let's check slide 17.

Syntactic analysis of the sentence. (+ 2 first notebooks) (slide 18)

Let's analyze one of the proposals of the 2nd group.

Make a proposal scheme, give a description.

return book to the library.

11. Exercise 139, page 99. Oral work.

Prove that these sentences are one-part, definitely personal.

In what style of texts was o-l used? (artistic)

Are you going home?

I'm going. And you?

I'm going.

Let's go faster.

What do you think the style of speech is?

Conclusion: O / l sentences are used not only in artistic style, but also in colloquial.

12. Creative work. (cognitive UUD, general universal UUD). (slide 19) Formation of subject and meta-subject skills on a conscious basis.

Write a short text on the topic “Autumn” using o / l, nominal sentences and, of course, others. (I take notebooks)

13. Lesson conclusion.

What is the topic of our lesson? What new did you learn in the lesson? What was difficult? New? (cognitive UUD) (slide 20)

I learned (what is o-l sentences, where they are used, the verb in what form corresponds to these sentences)

I learned (to find them in the text, to distinguish them from one-part ones)

It was difficult for me...

It was interesting to me…

What was our goal?(slide 21)

Have we reached it?

14. Homework. : ( slide 22)

1) ex. 140

2) Write out from the artist's literature M.Yu. Lermontov "Mtsyri" 5 sentences about / l

15. Reflection

Raise the green circles those who understand well this topic, yellow - there are some questions, red - the topic is not understood.

Thank you for the lesson. Rest. (slide 23)

Reserve.

8.Perform the test (with mutual verification). (slide 13)

Concluding the work, we summarize the knowledge gained, perform the test.

1. What offer is not one-part?

a). It was hard to breathe in the cold air.

b) The vault of heaven was quiet and clear.

in). Deeds cannot be replaced by words.

G). Blue in the east.

2. Specify a one-part sentence.

a). Evening came.

b). It is evening.

c) In the evening we will go to the cinema.

G). How good are evenings in Russia in summer!

3. Specify a definite personal offer.

a). Sweet morning sleep.

b). I will not forget this meeting.

in). That evening we argued for a long time and talked about literally everything.

G). I love the Baltic Sea.

4. Specify a title sentence.

a) I will think about it tomorrow.

b) Here is the call.

C) The guys and I went to Volgograd.

D) We will rest and dream.

Check each other out.

1. b).

2. b).

3. b)

4. b)