Noun exercise for training. Training exercises

3. /Sushilov_ russian language/Training exercises_case endings of nouns.doc
4. /Sushilov_ russian language/adjective.doc
5. /Sushilov_ russian language/noun.doc
Training exercises. Case endings

nouns of 1st, 2nd and 3rd declensions

1. Insert the missing letters and signs. Explain the spelling of b in nouns of the second and third declension. Come up with and write down five more words for this spelling.

Dark green ivy grew along the slope... It was a cold midnight..; the light of the moon probed the wilderness of the forest and fell on the grass in green spots. Pure choice in our field birth... It’s a good spring, the queen, dressed in a cloak.. of flowers! In the field of birth... like reeds... the ears of corn are making a little noise. In the river .. A bream splashes..., an owl hoots terribly in the forest... Already behind the dense mountain the evening ray has gone out..., barely a hot spring sparkles like a rattling stream... Brick by brick was laid by the mason. Changes spilled out of my wallet...

2. Open the brackets. Fill in the missing letters and signs. Explain the spelling of noun endings.

Without a primer and (grammar) you won’t learn (mathematics). By smooth blue .. (surface) of the water a beautiful swan swam, proudly arching its long neck. Slowly, swaying evenly, the ships sleep in (the harbor). A drop rolls down from (bud) to (bud), merges... with a drop near another (bud) and falls to the ground. People were sweating along the snow-covered (street) towards (square). Since childhood, the boy has been accustomed to helping (mother) take care of (grandmother). The more honest a person is, the less he suspects another of (dishonesty). In the (north) wild it stands alone..but on goal .. (top) pine. It’s a long way from ours (village) to both the (pier) and the railway (road).

3. Insert the missing letters and signs. Explain the spelling of b in nouns of the second and third declension. Come up with and write down five more words for this spelling. Underline the animate nouns.

Damask steel buckshot sounded... the hand of the fighters screamed, the fighters were tired and the cannonballs were spilled... a mountain of bloody bodies was screeching. Gerasim's closet was locked .. Put on the lock, which resembled a kalach in its appearance... only black. Gerasim always carried the key to this lock with him on his belt .. . I loved getting into the wilderness... and into the thicket of my grandmother's garden. A great dry spell has begun and the river has dried up. He took some kind of rag... and began to wipe the car. Top n.. floor., was occupied by living rooms in the lower room..contained.. laboratory. The coachman walked around and adjusted the harness...

4. Write excerpts from E. Trutneva’s poems. Fill in the missing letters and signs. Explain the spelling of noun endings.

A warm breeze touched the tops of the aspens .. . Nice in the evening on the forest edge .. . The wind picked up in the forest clearing and twirled the aspen tree in a red sundress .. . In yag.dakh lingonberries .. on a green hummock .. a mushroom mushroom has grown in a red handkerchief .. . Cobwebs with spiders in the middle are shedding To... How many scarlet berries do forest ash trees have? .. The trees grew right on the path .. . And...a meadow bell on a thin blade of grass .., sadly, bending over the grass along the sunny paths .. . The daisies looked out wildly, widening their eyes. Ring the bell .. dew, like in a blue cup .. .

5. Insert the missing letters and signs. Explain the spelling of noun endings. Sort adjectives according to their composition.

He has made remarkable progress in the field .. exact sciences. In the morning the garden is shining .., in shine .., Dew is burning on the bushes. The most inextricable friendship is the one that begins with youth T... In the white frost... birch and aspen trees stand... heavy snow flakes cover the dark branches of spruce .. . The coward has the shadows .. others are shaking their knees. I went out into the garden, breathed in the fragrant air and rejoiced in the freshness of the early summer morning. Across the boundless Siberia... the great waters proudly carry no Ob River Lena Yenisei.

Exercise 1.

Rewrite, opening the parentheses. Determine the type of declension of nouns and their case. Graphically indicate the endings.

To languish in (captivity), play on (piano), hear about (defeat), stand on (square), think about (realization) (idea), travel around (Central Asia), in quiet (solitude), arrival (parliamentarian) , walk along (path), play a role in (development) of the plot, calm down at (thought), fight (duel), come to (mother), visit (construction), prepare for (audit), participate in (excursion) .

Exercise 2.

Form the following nouns into the genitive singular form. If two forms are possible, indicate their differences (semantic, stylistic). Come up with examples with formed forms.

Shine, battle, hail, year, actor, wind, grapes, city, day, tar, income, voice, ship, peas, onion, cry, kvass, leaf, honey, milk, hammer, people, fire, pepper, miss, gunpowder, consumption, garden, table, rumor, sugar, trace, laughter, dispute, snow, brushwood, tea.

Exercise 3.

From these cognate words, form the genitive case form. Indicate the endings and explain the spelling.

Son - little son, matchmaker - matchmaker, carrot - carrot, potato - potato, dream - dreaming, exit - trick, request - petition, revenge - revenge, sunrise - ascent, guest - guest, Evgeny - Evgenia, Valery - Valeria.

Exercise 4.

Make forms from the following nouns:

a) instrumental case singular: night, rye, degree, path, family, nightingale, young man, station, Borodino, Pushkino, Yuryev, Rostov, Tsaritsyn;

b) instrumental case plural: night, whip, bone, daughter, church, mother, neighbor, beast, nail, guest, acorn, claw, ear, shoulder, knee;

c) prepositional case with prepositions about (about), in, on. Place emphasis. Come up with sentences with these nouns in this form: coast, beast, brooch, jam, wind, whirlwind, gas, eye, gallery, guest, guest, city, genius, house, game, oak, calm, building, wrist, tooth, edge , cue, lie, lichen, elk, bridge, moss, cape, Natalya, vacation, raft, garden, table, radiance, shadow, beehive, surname, mouth, workshop, cold, tea, closet.

Exercise 5.

Form the nominative plural form of the following nouns. If there are variant forms, indicate how they differ. Select the nouns in which the ending -a or -ы performs a semantic distinguishing function. Place emphasis on the formed forms.

Shore, brother, wind, century, cart, pennant, eye, year, town, doctor, contract, debt, foal, mirror, inspector, root, bell, wheel, ring, camp, fur, mother, people, order, vacation, shoulder, conflagration (strong fire), conflagration (ashes), dress, professor, wire, sleeve, sickle, watchman, station, judge.

Exercise 6.

Form the genitive plural form of the following nouns. Select the nouns that have a zero ending in this form. Place emphasis.

Orange, banana, mediocrity, ram, Buryat, slaughterhouse, fable, sparrow, cherry, gate, liar, grumbler, raven, viper, goose, preparation, heroine, hollow, bottom, melon, village, brazier, colleague, horse, cuirassier, playpen, manzhet, youngster, Mongol, nanny, sissy, eagle, towel, singer, vacation, doll, dancer, piglet, polynya, gun, trotter, gape, dormouse, son, shutter, sweet tooth, drake, sable, soldier, judge, black grouse, customs house, smart girl, reading room, naughty girl, spinning top, hawk, anchor.

Exercise 7.

Indicate the features in the formation of instrumental singular forms for the following nouns.

Chisinau, Kalinin, village. Kirsanovo, Pskov, Borodino, Sarajevo; Alexander Herzen, Alexander Green, Ivan Petrov, Charles Darwin, Charlie Chaplin.

Exercise 8.

Rewrite, inserting the missing letters in the endings, graphically indicate the endings and indicate the case of the noun.

1. And below, on the mountain ash..., busty red-throated bullfinches scattered, and, alarmed, the whole hundred... flew off, and, like beads, sat on the branches of a white birch, shaking off the silver in... (S.- Mick.). 2. The next day the news of the fire... spread throughout the entire neighborhood. Some guessed the truth... and claimed that the culprit of this terrible disaster... was Dubrovsky himself... (P.). 3. Dunno quickly got dressed and climbed the creaky wooden stairs... (Nose.). 4. Icing occurs when... rain and wet snow falls, when... water evaporates, when the air temperature is very low. The most severe icing occurs when the ship is splashed in a wind force of more than five. 5. Arabic books say that in the middle... of the first millennium... the Slavs... conducted great trade with the Greeks. 6. In the morning, on the still yellow winter... only the edges of the puddles were green..., and by the evening all the winter had turned green (Prish.). 7. A cold wind blew... Many times snow began to fall in large flakes. He stretched across the road and disappeared into the spruce forest... a running hare's trail. Foxy, stitched, paw by paw, winding along the roads... (S.-Mik.). 8. One day Fedya got into a fight with Grisha... and Kopeikin... over a bottle of mascara.... It turned out to be a blot on his forehead... No one here could look at him without laughing... (Nose). 9. When a thick cloud floated over the sun..., the cold breeze intensified (Nag.). 10. Water in the tanks... remained only at the very bottom (Cat.). 11. The lighthouse was so high that not every bird could reach its top... In bad weather... the lighthouse went into the foggy heights and its top disappeared... (Home.). 12. You're going. Streams of sand... fall asleep behind your footprint (Sweet). 13. The hand crane Vasily Ivanovich (S.-Mik.) enjoyed the greatest love and respect in the aviation detachment. 14. Nothing, of course, can give such an accurate feeling... of the past as a meeting with a living witness (Paust.). 15. There are words, seemingly simple and harmless, which, once spoken at the time..., appear again and again in memory... and do not allow you to live (Nag.).

Exercise 9.

Rewrite by putting the nouns (in brackets) in the appropriate case form. Indicate the case of nouns and indicate their endings.

1. Gavrila was overcome by a wave of (memories) of her (village), running down a steep mountain down to (river), hidden in (grove) (M. G.). 2. So he lived with (the feeling) that he could call and come to (Lyubov Petrovna) (Sol.). 3. I sit in (half-oblivion): neither sleeping nor awake (Sweet). 4. The snow at (the foot of) the trees resembled lean sugar (Nag.). 5. I lived in (charm) (incomprehensibility) of the surrounding (Nag.). 6. In the fierce (singing) winds, the heart does not hear the correct (harmony) (Sick.). 7. And how many (deeds), (events), (fate), human (sadness) and (victory) fit into these ten (days), which turned into ten years! (Tward.). 8. The trunks of (apple trees), (pears), (cherries) and plums are painted white to prevent worms (Ch.). 9. Heavy huge clouds (T.) were still crowding in (distance). 10 Desired friend of the unknown (centuries)! You are trembling all over, you are shocked by the past! (Bruce.).

Exercise 10.

Rewrite adding the necessary endings.

1. The provincial leader was in despair.... (L. T.). 2. Meanwhile, the horse stood peacefully in the middle of the meadow, buried up to its belly in various grasses... and colorful... (Sol). 3. A pig once wandered into the manor’s yard, around the stables... n... there and the kitchen... leaning (Kr). 4. There is no happiness in inaction... (Tsost). 5. There is a touching, mysterious charm in the brightening... autumn evenings... (Tutch). 6. He didn’t eat, drink, or walk around the gallery at all (Lesk.). 1. Beletsky thought that Olenin only wanted to have fun, and Olenin was waiting for his fate to be decided... (L. T.). 8. At the wall of Kitai-Gorod, a group of people surrounded a man in a frieze overcoat... (L. T.). 9. And you can’t hear the chirping of birds, even though the forests in the Volga region... are rich in songbirds (M.G). 10. The Commissioner was getting worse. He lived on morphine..., on camphor... and because of this, he sometimes twitched restlessly in his bed for whole days in a state of... narcotic semi-oblivion (Paul). 11. She found ladies and young people in the garden..., in Malinka. Some ate raspberries, others... wandered through the strawberry beds... (Ch.). 12. Grandma Akulina was not at all surprised by our booty... (Sol.). 13. In the intervals between shots, one could hear the frogs timidly calling out to each other in the swamp... disturbed by the shooting (Shol.). 14. At dinner, Kazakevich told me that tomorrow, after finishing... the novel, he is thinking of going out of town (V. Bel.). 15. Jumping on a parachute... means destroying the plane (Vod.). 16. Peasant hut. Oak table. Oak benches. Image... in the corner (SAlex). 17. While in exile..., the poet often turned to his friends with a request to send him this or that book (Hesse.). 18. They have now reported his arrival... (SAlex). 19. The bear is dozing, but sensitively listens to the restless life... of the winter forest (Zuev). 20. A huge frost-covered elk stands among the phosphorescent shine... of snow, chewing pine needles and blowing clouds of steam... (Zuev). 21. The bitterness of aspen is sweeter than sugar... (Zuev). 22. Every actor has a dream about one role... (Isb.). 23. And in a wonderful way I could forget... my movements were constrained (L.) 24. He wanted to scream out loud... to shout. 25. I felt that this god was an evil and inconvenient old man... (M. G.). 26. An ant... drags a heavy oak tree into the thicket (Marsh). 27. I was killed near Rzhev..., in a nameless swamp.... (TV.). 28. When I approached... he expressed neither fear nor surprise (Abr.).

Exercise 11.

Complete the endings and explain their spelling.

1. Ambarisch..., bagrisch..., swamps..., veslishch..., vetrishch..., vinishch..., wolfishch..., lumps..., golovishch..., gorisch..., courtyards..., money..., heat..., huts..., caftanish..., claws..., mosquitoes..., paws..., calluses..., rogues..., boots..., strength..., mind..., tail..., human..., monster..., cold...

2. A belly..., a little name..., a trade..., a blanket..., a salary..., a little thing..., a clerk..., a service..., an old man..., a bunny..., ruble..., life..., braggart..., destiny..., letter..., little factory..., little people..., bed...

3. He started..., he sang..., he chiselled..., he crammed..., he smeared..., he barked..., he ate..., he shone...

Test on the topic “Spelling endings of nouns”

1. Which word ends in E?

1) in the comments...

2) attend the meeting...

3) along the alley...

4) about welfare...

2. Which word ends in E?

1) report a broom...

2) in neighboring countries...

3) send a letter to Anastasi...

4) birth certificate...

3. Which word ends in I?

1) windows in the...

2) conflict in Transcaucasia...

3) contact Natalya... Petrovna

4) come from Turkey...

4. Which word ends in I?

1) ready to ship...

2) in a deep gorge...

3) to the mouth... of the river

4) in a warm room...

5. In which row is E written in place of the gap in all words?

1) find out about the production..., attend the rehearsal..., report on the play...

2) take refuge in the citadel..., a story about heroism..., the legends... say

3) indifferent to polemics..., hide in a dungeon..., stand at a crossroads...

4) keep in hiding..., freeze in bewilderment..., be visible in the sky...

Sections: Primary School

Lesson objectives.

1. Formation of the skill of spelling unstressed case endings of singular nouns.
2. Promoting the development of attention, thinking, spelling vigilance, the ability to consciously use case forms of nouns (with and without prepositions) to accurately express thoughts.
3. Fostering a culture of communication, love for the native language, and the creativity of A.S. Pushkin.

Equipment: portrait of A.S. Pushkin, painting “Winter Landscape”, table “Words are Helpers”, table for self-test, individual cards, musical accompaniment “Waltz”.

During the classes

I. Organizational moment.

To the accompaniment of music (“Waltz”), the main character of the lesson, “Winter” ( teacher in a “Winter” costume) :

– Here is the north, the clouds are catching up,
He breathed, howled - and here she is
The sorceress winter is coming.
She came and fell apart; in shreds,
Hanged on the branches of oak trees;
Lay down in wavy carpets
Among the fields, around the hills;
Brega with a still river
She leveled it with a plump veil;
Frost flashed. And we are glad
The pranks of Mother Winter.

(A.S. Pushkin, excerpt from the poem “Eugene Onegin”.)

- Hello guys! Hello, dear guests!

II. Communicate the topic and objectives of the lesson.

– A light breeze brought me here to your Russian language lesson on the topic “Exercise in writing the endings of nouns.”

– I will be glad if you teach me how to write the endings of nouns. What do you need to know to do this? ( Be able to change nouns by case.)

– What do you need to know? ( Know the three types of declension of nouns and their case endings.)

III. Checking homework.

– Let’s check how you learned to decline nouns: snowflake, frost, blizzard.

(Children at recess wrote down homework on the board.)

– What unstressed endings should we check? (-i, -e)

– In what case forms is the ending -e written? ( D.p., P.p. -1-exc., P.p. – 2-exc.)

– When is the ending -i written? ( R.p. 1-exc., R.p. D.p., P.p. 3rd class.)

-What is called declination? ( Changing nouns by case is called declination.)

IV. Attention exercise.

(Work in notebooks.)

– I really want to learn how to write the endings of nouns, but for this I need to be very careful.

– Write down the chain of letters and find the nouns hidden here.

(Mutual check.)

– Exchange notebooks, check your work and, if everything is correct, put a plus in the margin.

(One student goes to the board, underlines the words, indicates the declination.)

– What nouns belong to the 3rd declension?

(Nouns R. with ь at the end, with an ending.)

– What words are these? ( Words with unverifiable spelling.)

V. Exercise to develop spelling vigilance, repetition of what has been covered.

1. Individual work . (Work with cards)

Prove the spelling of the endings of nouns.

He's busy at the ice hole. ()
It grows on the edge. ()
Squeals with anger. ()
I approached the birch trees. ()

2. Teamwork.

– I wrote a proposal on the board. Read it. What did you notice?

(There are errors in the sentence.)

– the frost completely froze my head! Please correct the mistakes and explain the spelling.

Snow flakes whirled in the white whirlwinds and the roads descended

.

(Snow flakes swirled in a white whirlwind and rushed along the road.)

- Why did you put a comma? ( Homogeneous members of the sentence.)

Name them.

How are they related to each other?( Intonation of enumeration.)

– Explain the spelling of spellings.

– Explain the spelling of endings to them. nouns

What helper words can be used to check the spelling of unstressed endings of nouns?

VI. Determining the cases of nouns.

(Working with signal cards: noun case.)

– So, then you need to be able to determine the case of nouns? Okay, then I name the nouns, and you show the case and name the endings.

At a friend’s place (R.p., 1st cl., -i), along the path (D.p., 1st cl., -e), at the zoo (P.p., 2nd skl., -e) , to the area (D.p., 3-exc., -i)

- Well done, guys, I think I already understand in which case forms the ending -i should be written, and in which - -e.

VII. Determination of the declension of nouns.

– You also need to know the three types of declination.

And now, while working, we will rest. I name nouns, and you, having heard nouns of the 1st class. , stomp, 2nd class. - clap, 3rd class. - you squat.

Winter (1), snow (2), dust (3), road (1), distance (3), frost (2), fairy tale (1), silver (2), palm (3),
mouse (3), blizzard (1), city (2), mother (1), rain (2), silence (3), ice (2), joy (3), slide (1).

- Well done boys!

VIII. Differentiated work.

Under blue skies
Magnificent carpets,
Glistening in the sun, the snow lies;
The transparent forest alone turns black,
And the spruce turns green through the frost,
And the river glitters under the ice.

(A.S. Pushkin excerpt from the poem “Winter Morning”.)

– After such wonderful words, I suggest doing creative work.

I gr. Write a mini-essay based on the illustration.

II gr. Make sentences from words, prove the spelling of the endings of nouns.

to, port, ship, returned, from the Arctic, scientific
to the Arctic. , studied, life, scientists, ocean

(Collective review)

III. gr. Copy two sentences and explain the missing noun endings.

By lunchtime we reached the edges. forests. At the edge of the forest voices were heard.

(Self-test. To the edge (R.p., 1-esc., -i), at the edge (P.p., 1-esc., -e))

Homework. Write three nouns of the 3rd cl. in R., D. and P. cases.

Lesson summary.

– So, guys, you spent a whole lesson teaching me how to write unstressed endings of nouns correctly. Now you must test my knowledge. Ask me questions.

(– What you need to be able to do, know... What endings should be written in the form of R.P. 1st class, etc.)

- Thank you for the lesson! Goodbye, see you again!

Sections: Primary School

Class: 4

Lesson objectives:

Educational: teach to recognize the signs of determining the case of nouns and the spelling of case endings of nouns of the 1st, 2nd and 3rd declension, the ability to use 2 ways to determine the case endings of nouns.

Developmental: activation of cognitive activity through a problem situation, development of attention, visual memory, logical thinking based on exercises

Educational: developing the communication skills of students, creating a friendly atmosphere in the classroom.

DURING THE CLASSES

1. Organizational moment.

The bell has rung for us,
I'm starting the lesson.

Guys! During class, listen carefully to the teacher’s questions and classmates’ answers, help each other in difficult situations. (Slide 1. Presentation)

Stage 1. Goal setting

Russian language lesson. Open your notebooks. Write down the date. Classwork.

1. A minute of penmanship.

(Words are written on the board) Boletus, youth, old lady, milk . (Slide 2)

The first letter we will write, a vowel, is in the prefix im. 2nd declension noun;

the second is a vowel, found in the suffix im. 1st declension noun;

the third is a consonant, located at the root of them. noun of the 3rd declension and denotes a paired voiced, paired hard consonant.

Water, air, dandelion

Light dandelion seeds swirled in the air (analysis of the proposal by composition).

2. Vocabulary work. (Slide 3)

(Table on the board)

Teacher: Guess which words from the dictionary I encrypted. The key is in front of you:

1a 3b (coat)
2v 3a(carrot)
1g 3v 2a(potato)
1b 2d(want)
4g 3b1v(conversation)
2b 3d 4a(horizon) letter with comment, determine declination
4b 2b 4c(weather)

Teacher: Which word is extra? (Want)

Why? (This is a verb, and the rest of the words are nouns)

Can it be converted into a noun?

What do you know about nouns?

3. Game “Running Minutes”. You must answer as many questions as possible in 1 minute. So let's begin!

1. The variable part of the word ... (ending).
2. Part of speech denoting an object... (noun).
3. Feminine and masculine words with endings -and I belong... (to the 1st declension).
4. A constant feature of nouns... (gender).
5. Part of speech that answers in initial form the questions: who?, what? … (noun).
6. The 3rd declension includes nouns ... (feminine with zero ending).
7. Nouns are... (animate and inanimate).
8. The 2nd declension includes ... (masculine words with a zero ending and neuter words with the ending -o, -e).
9. Nouns change according to... (by numbers and by cases).
10. How many cases are there in Russian? … (six).

Well done! We completed the task!

From all that has been said, I would like to highlight the words: (words appear on the board). (Slide 4)

Let's try to formulate the topic of our lesson. (Slide 5)

Case endings of nouns in the 1st, 2nd and 3rd declension.

So, our task in this lesson is to:

1. Show whether we can determine the declension, gender, and case of nouns.

I suggest checking whether you know how to use your knowledge.

Do you agree?

Stage 2. Content

Repetition. (Working algorithm - 2 ways to determine case endings). (Slide 6, 7)

4. Exercises in determining the unstressed endings of nouns of three declensions.

1 group with a teacher, the rest - with cards.

Write down the words, indicate case and declension. Highlight the ending.

In the village, along the branch, in the west, to the site, about the birch, through the desert.

Compare endings. What did you notice?

Why did we write the ending - E in these words?

Which word is missing?

Draw a conclusion.

Write the task. Determine case, declension, insert missing endings.

In the cold..., talk about life..., come from the villages..., approach the sirens..., recognize the letters..., knit from wool..., swim in the fountain.., fly into the sky...

Examination.

Read the words ending - I.

Why did you write the ending - And in these words?

Which word is missing?

5. Letter dictation. (Signal cards)

On a branch..., by the bird cherry tree..., oh mouse..., along the alley..., on the window..., in the garden.., along the square.., on the step.., without furniture.., in a barrel.. .

6. Physical education minute.

I will name nouns. If the noun is 1st declension, you clap your hands; if the noun belongs to the 2nd declension, then squat; if the noun belongs to the 3rd declension, then you jump on the spot.

Horse, shore, youth, old man, student, desk, old age, steppe, aster, dahlia, carrot, beetroot, cucumber, bicycle, coat, autumn, summer, spring, winter, snowflake, blizzard.

Warm-up for arms:

Here are my helpers (claps hands)
Turn them any way you want. (rotation of hands in hands)
Along the white, smooth road (the palm “washes” the other)
Fingers gallop like horses. (fingers “run” across the table)
Chok-chok-chok, chok-chok-chok (knock on your fists)
A frisky herd gallops. (claps hands)

7. Work in groups.

1st group: Insert missing endings, determine declension and case.

Turned towards the river...
helped the old lady...
creaks on wood...
waved the flag...
drawing on fabric...

2nd group: Find them. nouns with ending -e.

Wrote in a notebook..., played on the playground..., spun in the air..., walked to the birch trees..., ran up to the pier..., found on the roads..., walked along the path... .

3rd group: Write down each word in R. p., D. P., P. p.

desert, glass, palm.

R. p.
D. p.
P. p.

4th group: You have a card with the words:

To the yard.., to the groves.., from the wool.., to the piers.., to the sky.., to the camp.., along the roads.., to the horses.., to the top of the head.., to the sirens.., by boat.., to the village.. .

You must place the card in your house.

1 cl. 2 cl. 3 cl.

(Check. A representative from each group explains the task)

7. Exercise to develop visual memory. (Phrase combinations are written on the board)

I breathed in cold air..
pushed snow.k..
(for) t.nula le.k..
paddle on the ice
(over) silvered and...
nar.dila in sh.k..
pr.t.nulsya at the edge of the forest...
a feeding trough appeared...
pr.b.sting on the branch..

Teacher: Explain the spelling of the missing letters. Determine the declension and case of nouns. (Children complete the task)

Try to remember as many phrases as possible. (The teacher closes the phrases, the children write from memory). Self-test.

Teacher: what theme are all the phrases united by? (Winter). Write a story using these phrases.

(Children write a short story on their own. Several students read their mini-essays)

9. Lesson summary/

What “problems” did we solve in class today?

1. Show whether we can determine the declension, gender, and case of nouns.

2. Have we learned to insert the necessary case endings of nouns?

Fill out the card:

I worked in ___ mood.

I'm ___ pleased with myself.

I had difficulty when ___ .

Sections: Primary School

Class: 3

Lesson topic: An exercise in determining the declensions of nouns in oblique cases (Explanation of new material).

Goals:

• teach to recognize the type of declension of nouns in oblique cases;
• teach how to test the ability to determine the type of declension of nouns in the initial form using the “School Tutor” PMC.
• instill independent work skills.

Equipment for the lesson:

• UMK A. V. Polyakova;
• media projector;
• computer;
• task cards.
• support diagrams.

DURING THE CLASSES

I. Organizational moment

The cheerful bell rang
We are ready to start the lesson.
Let's listen and talk
And help each other.

II. Calligraphy

ALLEY PHARMACY LIBRARY ALOE

– How are the written words similar?
– All words contain unverifiable unstressed vowels.
– Nouns are written down.
- Guys, which word in the chain of written words is superfluous and why?
– Aloe is an indeclinable noun.
– What other words do you know that are indeclinable? Give your examples...
- Hummingbirds, kangaroos, highways...

ROAD, TREE, HEALTH, WATCHMAN, THING, WINTER, SNOW, SHADOW, HUT, SUN, NEST, TRIP, YOUTH, MOUSE, MIDNIGHT.

Peer review. Students compare the model written on the board using the table; draw a conclusion.

IV. Work on PC. Control of the ability to determine the type of declension of nouns in the initial form

Rules for working on a PC.

– And now we will perform test control on the computer. The test will help check how we can determine the declension of nouns in the initial form.
Whoever completes the work first will add their own words to each group recorded.

T1(15)<<Найди имя существительное определённого склонения>>

daughter girl daughter
apricot blueberry peach
oats wheat rye
pear plum apple
blizzard frost snow
tulip mignonette gladiolus
spring slush thaw
berry gooseberry blueberry
sugar candy honey
lilac acacia bird cherry
pepper cinnamon salt
summer autumn winter
brooch earring necklace
face eyebrow eye
birch oak flax

– Why do you think it is necessary to be able to determine the declension of nouns? (Children's suggestions are listened to).
– To answer this question correctly, let’s work with the table.

V. Working with the table. Formulation of the topic and learning objectives of the lesson

– Look at the table. In what case are the nouns in the table?
– Do nouns in the prepositional case have the same or different endings? (Different).

– Why do you think nouns in the same case have different endings? What might this depend on? (From declension).
– How to fill empty table cells. (Indicate declination: 1, 2, 3)
– Is it possible to make a mistake in writing the endings of these nouns? (It is possible, since they are unstressed).
– Is it enough to know the case of nouns to write unstressed endings correctly? (No, since the endings of nouns in one case may differ).
The teacher can cover or erase endings.
– What else do you need to know about a noun in order to write case endings correctly? (Declination).

– Today we will learn to determine the declension of nouns in indirect cases. Very often nouns in indirect cases are found in texts.

VI. New information

1. Working with text

- Read the text.

The computer () helps people of different professions (). It can be found in many devices and apparatus. It makes life a lot easier. In a modern car (), the computer controls the operation () of the engine, calculates the speed (), and measures the distance (). Can warn the driver about danger on the road.

– How does a computer help you in your studies?
– Using a computer, you can find out reference information. Using educational programs helps you learn to write correctly and cope better with math assignments.
– Complete the text with 1-2 sentences about why you need a computer, how and how it helps you. Write them down in your notebook.
– Read your sentences.
– Read the 1st sentence from the text.
– Name the nouns. Which noun's declension is easier to determine?
(computer) For nouns that appear in I. p.; units
– To determine the declension of nouns in indirect cases we will use an algorithm. What do you think the first step of this algorithm will be?
– How did we determine the declension in the initial form of nouns?

1. I put the noun in the initial form I. p.; units h.
2. I determine the gender.
3. I find the ending.
4. I determine the declension by gender and ending.

(A table with an algorithm is posted on the board)

– What new step appeared in the algorithm?
– The noun must be put in the initial form.

2. Work with commenting is in progress(showing cards with declinations 1 skl; 2 skl; 3 skl.)

– Let's practice using the algorithm.

– How to determine the declension of nouns in the indirect case? (See algorithm)

Physical exercise with eye exercises

Children read a poem and perform the movements.

We wrote, we wrote
Our eyes are so tired
Let's exercise together
Everything will be fine with us.
Quickly, quickly, let's blink
And blinking we rest
Turning your neck
She'll rest soon
One, two, one, two
The game continues.

VII. Consolidation

Work in pairs.

– Using the algorithm, determine the declension of nouns. Explain to each other how you operate.

Check on the plate:

1 var.– 1 cl., 2 cl., 3 cl., 2 cl.;
2 var.– 2 cl., 1 cl., 2 cl., 3 cl.

– Which nouns had the declensions easier to determine?
- Morning, sun.
- Why?
- They stand in I.p.

VIII. Task of choice

B – I. Find the “extra” word and underline it, determine the declension.

YOUTH, WINTER, DREAM, MIDNIGHT, WALK.

SUMMER, CARPET, TUCHKA, CAMP, LESSON.

VILLAGE, EXERCISE, SPRING, TRIP, JOY.

PATH, MOOD, CLOUD, FUN, LEARNING.

HOUSE, CAR, SUMMER, KOLYA, CREEK.

DAUGHTER, LIFE, Blizzard, UNCLE, CARROT.

B – II. Determine the declination.

• Shimmered in the sun (2nd class)
• Run in the morning (2nd class)
• Spotted near the ship (2 texts)
• Launched (1 book)
• Enjoyed life (3 grades)
• Chirps with joy (3 classes)

Lesson summary

– Why did we learn to determine the type of declension of nouns?
– To correctly write unstressed case endings of nouns.
– We will learn to write endings later, but today we are well prepared for this: we learned to determine the declension of nouns in the oblique case.