Lesson outline on the topic of prepositions. Summary of the lesson “Prepositions “In”, “On”, “Under” - senior group
TOPIC: "SUGGESTIONS: IN, ON, UNDER, FOR "
Journey to the land of small words
GOALS:
Clarify the spatial relationships expressed by prepositionsIN, ON, UNDER, FOR; exercise children in the correct use of prepositions; to teach to highlight these prepositions in the text and make a variety of sentences with a given preposition (in the picture, according to two key words), analyze sentences, exercise children in laying out a sentence scheme with prepositions.
To improve general and fine motor skills, to promote the development of clear coordinated actions in conjunction with speech, to develop speech breathing.
To consolidate the skill of correct pronunciation of sounds in sentences and short poetic texts.
Develop attention, memory, activate the mental activity of children, develop visual-effective and logical thinking.
STUDY PROCEDURE:
1. Organizational moment .
Speech therapist addresses children:
You need to stand up
And breathe easier .
Exercises are performed with elements of phonetic rhythm for the sounds "v", "n", "z", "a", "p" with the simultaneous pronunciation of "small words" - prepositions: in, on, behind, under.
The speech therapist invites the children to name the “little words” that came out during the exercises.
2. Communication of the purpose of the lesson . (Game motivation)
: “Today we will go to the country of small words, where little people live. Let's listen sound letter» (incl. tape recorder).
The game "Neznaykino letter" . Children listen to a tape recording: “Hello guys! My name is Dunno. I want to talk about my city. (Under) our city has new houses. (Behind) elegant residents walk the streets. (Under) flowerbeds grow beautiful flowers. People are drivingbehind) modern cars. (On the)a wide river stretches across the city. (Under) There are fish in the river. Our city is the best!”
The speech therapist draws the attention of children to the mistakes made - the incorrect use of prepositions. Reading again (one at a time) the sentences from the letter, the speech therapist asks the children to correct Dunno's mistakes. (A planar image of Dunno is exhibited)
3. Clarification of the spatial meaning of prepositions: in, on, for, under.
Speech therapist exposes schemes of prepositionsin, on, behind, underand, together with the children, clarifies when we say these “little words”:
"Little Word" (preposition) In appears when the object is inside ;
ON THEwhen the object isabove ;
UNDERwhen the object isat the bottom ;
BEHINDwhen the object isbehind.
The speech therapist encourages children to name "little words" more precisely - pretexts and remember the poem "About prepositions."
4. "Prepositions"(according to the demonstration table-scheme,author's development )
5. Compilation of sentences with prepositions (according to the picture).
Speech therapist: “Dunno has a friend Tube. (A planar image of the hero is exposed) A kitten lives with him. The kitten is very smart, playful. Therefore, his name is Shustrik. Friends love to play with the kitten. And Shustrik runs everywhere, climbs on various items, hiding in different places of the room. Tube likes to draw Shustrik. And today I sent you my drawings. Examine them and tell me, please, where is Shustrik. (Children sit at tables)
Didactic exercise "Make a proposal" . Children are encouraged to make sentences based on the picture. (Performed with the ball)
catch the ball and throw the ball,
make an offer!
On the carpet - collaborative proposal mapping (For example, Shustrik fell asleep under the chest of drawers ), his analysis.
What is the bar for a proposal?
What stripes denote the words in the sentence? How many strips do you need to take? Why is the strip with the "tail" in the first place?
What do we put at the end of the sentence?
How many words are in a sentence?
Name the 1st word in the sentence (second, fourth).
Name the preposition word in the sentence. What is the 3rd word?
(Children take turns working at the blackboard, mutually checking)
A survey of all children is the selection of a preposition from a self-composed sentence.
6. Dynamic pause.
"Dunno charging"
(Pronunciation of the text while performing the corresponding movements)
Here is Dunno charging -
Do it in order.
Get up quickly, smile
Higher, higher stretch.
Come on, straighten your shoulders
Raise, lower.
Turn left, turn right
Touch your hands with your knees.
Sit-stand, sit-stand
I hope you are not tired?
7. Isolation of prepositions from poetic texts.
Speech therapist: "Sineglazka has composed poems and wants you to repeat them." (A planar image of Sineglazka is exhibited)
Children roll a rubber ball along the paths of a complicated configuration, accompanying the movements with poems. After playing the poetic lines, the speech therapist invites the child to name the prepositions that are in the text:
Sunbeam fell on thewave,
Sunbeam hit indepth.
On thegrief,on theslide,
on thesteep hill
slender rowan,
as ifon thepicture.
Slender birch has grown inforest,
Zoyaunder caught a dragonfly with a birch.
On the Dunno's pillow is embroidered with a cuckoo..
Long-eared hare rushes
behinda fox is chasing him.
If Tube wants to sleep,
He will lie downon thebed.
Znaykain the room entered
and put the juiceon the table.
rolled the drum
Sineglazkaundersofa.
8. Work with individual visual material.
Speech therapist: “Sometimes little people like to play pranks, and then they can’t find their things. Znayka (a planar image is exhibited) loves order in everything. Help him please. Collect the picture and tell where everything is. (Children collect split pictures)
The exercise. Compilation of sentences with a preposition based on two reference pictures. Independent drafting of a sentence scheme with a preposition in, on, under, behind.
Suggestion examples:
The kitten rolled a rubber ball under the sofa.
Dunno saw the typewriter under the cabinet.
Blue-eye's dresses were in the chest of drawers.
The speech therapist directs the children's imagination when compiling sentences, encourages the inclusion in them of the names of additional objects and subjects, signs of objects.
9. The result of the lesson, evaluation of the activities of children.
The speech therapist turns on a tape recording: “Thank you guys for teaching Dunno how to use prepositions correctly and make sentences. In gratitude to you for your knowledge, for your efforts, we present our photographs as a keepsake.”
The speech therapist distributes “photos” of little men to each child, while evaluating his activity in the lesson.
Teacher: Skvortsova M.V.
Type: - learning new material.
Purpose: acquaintance with the preposition as a service part of speech.
Know what a preposition is as a service part of speech;
Distinguish the semantic shades of the meanings of prepositions;
Develop the skills of synonymous replacement of grammatical constructions (non-prepositional phrases for noun phrases with prepositions).
Planned results
subject(volume of development and level of competencies) : know the definition of a preposition as a service part of speech; meanings expressed by prepositions; syntactic role preposition: the ability to function only within the phrase; be able to distinguish derivative prepositions from other parts of speech;
Metasubject(components of cultural competence experience / acquired competence) : the ability to understand the goals of educational activities and the ability to explain them; the ability to navigate the goals, objectives, means and conditions of communication, to choose adequate language tools for the successful solution of communication problems.
Personal: awareness of the aesthetic value of the Russian language; respect for the native language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture; the desire for speech self-improvement
Pedagogical technology
Technology for the development of critical thinking
Methods and forms of education
Language observation; partial search method; analysis and synthesis of linguistic phenomena; individual, group, frontal
Methodological support: textbook, ed. E.A. Bystrovoy. M., 2013.
During the classes.
I. Organizational moment.
- Hello guys!
II. Syntactic parsing of sentences:
1. I left my acquaintances, thanking them for the warm welcome.
2. Thanks to the help of a friend, I completed the task.
Determine what part of speech the word "thanks" is, name the morphological features, justify your answer.
III. Goal setting.
Guess the riddle:
They are indivisible and whole,
There are no roots and prefixes in them,
You can't find morphemes in them,
And this is their main secret.
What parts of the speech will be discussed today?
- Guess the riddle, formulate the topic and objectives of the lesson.
On offer in service
He is always in friendship with the case,
Shows him
And the words connect everything.
IV. Preparation for active activity in the lesson.
Work with text. Reading a poem by M. Yasnov (Slide #3)
A passer-by was sitting on a bench,
He was holding a bag in his hands.
And above the bench sat a starling,
And underneath was a bulldog.
And the one in the grass, sitting under,
And the one above, in the foliage,
They looked at the one who is on, -
Back to what's in.
Then the passerby took the bag
And took out a pie.
Part thrown over,
I threw a part under
And the rest - in the mouth.
And everyone began to chew,
Come back, one - to peck.
For this he had to
Fly off and jump off.
So warm, soft pie
Was eaten inside and out
A crumpled little bag
Got into my coat pocket.
And flew alone over
Another crawled out from under
And next to the third ran
For, before - And forward! (M. Yasnov)
Did you like the poem? What did you find unusual about it? Try reading the poem without the first stanza. Will it make sense? Why?
Write out sentences from the poem. From the first stanza, write out the words connected with each other using a preposition (sat on a bench, held in his hands, sat above the bench, lay under (bench)). Analyze the use of prepositions in other stanzas.
What is the comic effect of this poem? (Prepositions from stanza 2 do not link words together, they serve as independent words).
Is it possible to ask a semantic question to prepositions? Why is a preposition classified as a part of speech?
Find in the text a phraseological unit consisting of prepositions. (from and to)
Make a conclusion about the role of prepositions in speech.
V. Learning a new topic.
linguistic experiment. Exercise 262.
Reading textbook material, comparing your own conclusions with the definition in the textbook.
theoretical exercise. Differentiation of semantic shades of prepositions.
Exercise 265 190 (Slide number 4)
VI. Consolidation.
Execution of exercise 266, 268, 270.
Practical exercises. (Slide number 5)
Make up and write down phrases with prepositions with the word RIDE, expressing the meanings of time (drive in an hour), reason (drive due to illness), place, direction (drive on the road), purpose (drive for shopping), time (drive for an hour ).
Make 4 phrases with the word STUDY, indicate the meaning of the prepositions.
Task: replace non-prepositional phrases with phrases of a preposition with a noun, indicate the shade of the meaning of the preposition. Identify the main and dependent word. (Slide number 6)
Sample: roadside shrub - shrub by the road (place).
Endless plain, school site, table lamp, predawn morning, underwater rocks, Earth orbit, vacuum, strawberry jam, dog food, holiday day, frightened cry.
VII. Development of linguistic competence. Appeal to the text about F.I. Buslaev on p.191.
Why is the story about Buslaev included in the theme "Pretext"?
VIII. Summarizing. Completion of the task (in a circle) after exercise 270.
What topic did you study today? What was already known? What have you learned? How will you distinguish prepositions from other parts of speech?
IX. Reflection. (Slide number 7)
Seemed interesting...
It was helpful....
It was hard for me....
I understood….
I completed my assignments...
I completed...
I was surprised...
I want to commend myself for...
What should I do to improve the result?
x. Homework: p. 28, differentiated homework: exercise 263 or 266 (optional). (Slide number 8)
Subject: Prepositions.
Goals:
- Clarify ideas about the role of prepositions;
- Develop the ability to isolate prepositions from sentences, change the form of a word depending on the preposition, make sentences using prepositions;
- To form the skills of analysis and synthesis of proposals;
- Cultivate a culture of oral and writing, self-control skills.
During the classes
I. Organizational moment
Are you ready to work? Is everything ready to go?
II. Main part
1. Guess what is at stake
He is not a member of the proposal,
But this fellow knows the business well.
Doesn't change, one can't live
But he did not want to be friends with verbs.
He lends a helping hand to words.
Helps them, saves connections.
And it is always written separately from the words.
He thinks it's very bad to pester them.
2. Highlighting prepositions in the text. Read the poem, write down all the prepositions in a notebook.
In the wind, in the first cold
The old oak is dropping acorns.
And in the garden behind our school
Hoarfrost sat on bare branches.
Under the broad birches
Jackdaws quarrel with magpies.
The pond froze, and the river was shackled,
But walking on ice is risky.
(S. Smirnov)
3. Choose a noun that combines all the prepositions from the first task. Explain the meaning of the preposition.
4. The game "On the contrary." Students must name the opposite preposition.
6. Comparison of prepositions over, under, from under.
A) Compare schemes, explain the role of the preposition
B) Read the riddles, insert the necessary prepositions. Solve riddles.
Who ___ us upside down? (Fly)
I scratch the floor, but I'm afraid of cats. (Mouse)
Suddenly needles and pins
____ shops crawl out.
They look at me
They want milk. (Hedgehog)
IN). Insert a suitable noun with a preposition.
During a thunderstorm, do not stand ___ _______.
___ _____ a large plane flew by.
Children hid from the rain ___ ______.
_____ _____ took out a box of shoes.
Big White mushroom grew ... spruce. ... the first snowdrops were breaking through the snow. Underground rivers flow ... with the earth. The kitten crawled out ... hats. A small fungus hid ... a leaf. Big dog jumped out ... the porch.
8. Make sentences from specially selected words, insert the necessary preposition. Write sentences in a notebook, make sentence schemes.
Gray, bush, bunny, jumped out.
Swallows, houses, nest, built, roofed.
Dima, puppy, got it, porch
Khripunova L.V. ,
teacher-speech therapist of the highest kv. cat.
MDOU No. 85, Severodvinsk
TOPIC: "SUGGESTIONS: IN, ON, UNDER, FOR "
Journey to the land of small words
GOALS:
Clarify the spatial relationships expressed by prepositions IN, ON, UNDER, FOR; exercise children in the correct use of prepositions; to teach to highlight these prepositions in the text and make a variety of sentences with a given preposition (in the picture, according to two key words), analyze sentences, exercise children in laying out a sentence scheme with prepositions.
To improve general and fine motor skills, to promote the development of clear coordinated actions in conjunction with speech, to develop speech breathing.
To consolidate the skill of correct pronunciation of sounds in sentences and short poetic texts.
Develop attention, memory, activate the mental activity of children, develop visual-effective and logical thinking.
STUDY PROCEDURE:
1. Organizational moment.
Speech therapist addresses children:
You need to stand up
And breathe easier.
Exercises are performed with elements of phonetic rhythm for the sounds "v", "n", "z", "a", "p" with the simultaneous pronunciation of "small words" - prepositions: in, on, behind, under.
The speech therapist invites the children to name the “little words” that came out during the exercises.
2. Communication of the purpose of the lesson. (Game motivation)
: “Today we will go to the country of small words, where little people live. Let's listen to the sound letter” (incl. tape recorder).
The game "Neznaykino letter". Children listen to a tape recording: “Hello guys! My name is Dunno. I want to talk about my city. ( Under) our city has new houses. ( Behind) elegant residents walk the streets. ( Under) flowerbeds grow beautiful flowers. People are driving behind) modern cars. ( On the) a wide river stretches across the city. ( Under) There are fish in the river. Our city is the best!”
The speech therapist draws the attention of children to the mistakes made - the incorrect use of prepositions. Reading again (one at a time) the sentences from the letter, the speech therapist asks the children to correct Dunno's mistakes. (A planar image of Dunno is exhibited)
3. Clarification of the spatial meaning of prepositions: in, on, for, under.
Speech therapist exposes schemes of prepositions in, on, behind, under and, together with the children, clarifies when we say these “little words”:
"Little Word" (preposition) In appears when the object is inside;
ON THE when the object is above;
UNDER when the object is at the bottom;
BEHIND when the object is behind.
The speech therapist encourages children to name "little words" more precisely - pretexts and remember the poem "About prepositions."
4. "Prepositions"(according to the demonstration table-scheme, author's development)
5. Compilation of sentences with prepositions (according to the picture).
Speech therapist: “Dunno has a friend Tube. (A planar image of the hero is exposed) A kitten lives with him. The kitten is very smart, playful. Therefore, his name is Shustrik. Friends love to play with the kitten. And Shustrik runs everywhere, climbs on various objects, hides in different places of the room. Tube likes to draw Shustrik. And today I sent you my drawings. Examine them and tell me, please, where is Shustrik. (Children sit at tables)
Didactic exercise "Make a proposal". Children are encouraged to make sentences based on the picture. (Performed with the ball)
Catch the ball and throw the ball
make an offer!
On the carpet - collaborative proposal mapping(For example, Shustrik fell asleep under the chest of drawers), his analysis.
What is the bar for a proposal?
What stripes denote the words in the sentence? How many strips do you need to take? Why is the strip with the "tail" in the first place?
What do we put at the end of the sentence?
How many words are in a sentence?
Name the 1st word in the sentence (second, fourth).
Name the preposition word in the sentence. What is the 3rd word?
(Children take turns working at the blackboard, mutually checking)
A survey of all children is the selection of a preposition from a self-composed sentence.
6. Dynamic pause.
"Dunno charging"
(Pronunciation of the text while performing the corresponding movements)
Here is Dunno charging -
Do it in order.
Get up quickly, smile
Higher, higher stretch.
Come on, straighten your shoulders
Raise, lower.
Turn left, turn right
Touch your hands with your knees.
Sit-stand, sit-stand
I hope you are not tired?
7. Isolation of prepositions from poetic texts.
Speech therapist: "Sineglazka has composed poems and wants you to repeat them." (A planar image of Sineglazka is exhibited)
Children roll a rubber ball along the paths of a complicated configuration, accompanying the movements with poems. After playing the poetic lines, the speech therapist invites the child to name the prepositions that are in the text:
Sunbeam fellon thewave,
Sunbeam hitindepth.
On thegrief,on theslide,
on thesteep hill
slender rowan,
as ifon thepicture.
Slender birch has growninforest,
Zoyaunder caught a dragonfly with a birch.
On the Dunno's pillow is embroidered with a cuckoo..
Long-eared hare rushes
behinda fox is chasing him.
If Tube wants to sleep,
He will lie downon thebed.
Znaykain the room entered
and put the juiceon the table.
rolled the drum
Sineglazkaundersofa.
8. Work with individual visual material.
Speech therapist: “Sometimes little people like to play pranks, and then they can’t find their things. Znayka (a planar image is exhibited) loves order in everything. Help him please. Collect the picture and tell where everything is. (Children collect split pictures)
The exercise. Compilation of sentences with a preposition based on two reference pictures. Independent drafting of a sentence scheme with a preposition in, on, under, behind.
Suggestion examples:
The kitten rolled a rubber ball under the sofa.
Dunno saw the typewriter under the cabinet.
Blue-eye's dresses were in the chest of drawers.
Lulcheva Svetlana Vladimirovna
Pretext.
Russian language lesson.
Program "Perspective"
Grade 2
MBOU "Secondary school p. Egvekinot"
year 2014
Subject: Russian language, lesson of "discovery" of new knowledge
Topic: Suggestion.
Duration b: 1 lesson 45 minutes
Class: 2 B class
Technology: problem-dialogical, ICT, health saving technology (motor physical education minute, timely change of activities)
Goals:
1.Educational:
Formation of ideas about the preposition as a word;
Show the need to use prepositions to link words in a sentence and a phrase;
To introduce the rule of writing prepositions with other words;
Repeat studied spellings, parts of speech
2. Educational:
Develop the ability to use prepositions when composing phrases and editing text;
Develop logical thinking, imagination, perception, speech;
Develop spelling vigilance;
3.educational:
To develop positive motivation to study the subject;
Cultivate the ability to listen to others;
In the learning process, I form the following blocks of UUD
1.Cognitive: clarify students' ideas about how to designate prepositions in writing
2.Communicative: the formation of the ability to work in pairs, the development of a friendly attitude towards each other, the ability to listen to each other.
3.Regulatory: the formation of the ability to set a goal and realize it: determine the preposition and write correctly.
4.Personal: to prevent violation of posture, work on calligraphy, faith in success
Lesson equipment: multimedia projector, poster prepositions, table with a crossword puzzle, table "Extra Word", electronic supplement to the textbook by L.F. Klimanova, T.V. Babushkina, pictures depicting fairy-tale characters, textbook and workbook on a printed basis.
Methods: verbal, visual, partially search
Forms: frontal, individual, steam room
During the classes.
1. Organizational moment.
The lesson starts.
He will go, guys, for the future.
To write correctly
You need to become literate.
2.Updating knowledge.
Vocabulary and spelling work.
Please open your notebooks, write down the date and classwork.
Many guests will come to our lesson today. The first guest is already in a hurry. Who is this? (This is Murzilka.) That's right. He lives in the children's magazine of the same name. There are many wonderful stories, fairy tales, poems in the magazine. And also riddles, puzzles, crossword puzzles are printed in it. Murzilka invites us to solve a crossword puzzle. Here are the vocabulary words. If you solve the rebus correctly, you will get a keyword vertically.
1. What was on the feet of the fairy-tale hero who helped his master escape from the cannibal and marry the princess? (Boots.)
2. Into whom did Koschey the Immortal turn Vasilisa the Beautiful? (Into a frog.)
3. Where did Little Red Riding Hood's mother put the gift for grandmother? (To the basket.)
4. Who had a bast hut? (At the hare.)
5.. What poisoned the princess in the fairy tale by A.S. Pushkin? (Apple.)
6. Who treated the crane with porridge? (Fox.)
What was the keyword? (Fairy tales.)
Today we will travel with the heroes of fairy tales. Heroes of fairy tales will come to us with tasks. We will help them.
2. Self-determination to activity.
Here are the first heroes in a hurry to us. From what fairy tale? (Adventures of Chippolino.)
Help Chippolino to complete the task.Signora Tomato.
The game "Find the extra word" according to the table.
In each group of words, find an extra word and explain why.
What parts of speech do we already know?
What do nouns mean?
What do adjectives mean?
What do verbs mean?
And we have another hero in a hurry. Who is it? (Wolf)
From what fairy tale?
Write down the offer.
A wolf runs along a forest path.
What spellings are used in this sentence?
Identify familiar parts of speech?
What questions do nouns answer?
What questions do adjectives answer?
What questions do verbs answer?
What word did you not identify the part of speech? (By)
Problem. Does anyone know what part of speech this is? (This is a suggestion)
Formulate your own theme of the lesson. (Pretext.)
Today we will get acquainted with prepositions and find out why they are needed in our speech.
3. Work on the topic of the lesson.
a) work with the table "Prepositions"
There are many prepositions in Russian. The wolf brought the table "Prepositions." (Children read the prepositions in chorus.)
b) work with the electronic application to the textbook (multimedia screen)
Children listen to the explanation of Ivan Ivanovich Samovarov.
c) work on the textbook
The girl is in a hurry to visit. Who is it? (Malvina.)
Ex. 155 p. 111
Read the phrases. Is it easy to understand their meaning?
What needs to be done to make the meaning clear? (Supplement with prepositions.)
What preposition would you put in the first phrase? (Behind)
Write down the phrases, inserting suitable prepositions.
Circle the words you have entered.
Make a conclusion. How are prepositions written with other words? (Prepositions are written separately)
4. Physical education.
The prankster Pinocchio came to the aid of Malvina. He asks to perform his favorite physical minute. (Children perform exercises on the poem “Pinocchio stretched ...”)
5. Continued work on the topic of the lesson.
Ex. 156 page 111(On assignment. Oral composition of sentences. Recording 1 sentence in a notebook) The ginger cat lies under the table.
What preposition was found in the sentence? Circle.
What spellings did you meet? Emphasize.
Find nouns, what do they mean?
Find adjectives. What do they stand for?
Find verbs. What do they stand for?
What do prepositions mean? (Nothing)
What are prepositions for? (They link words in a sentence and phrase.)
d) completing assignments in a workbook
Ex. 184 p.51 Work in pairs.
Which fairy tale hero arrived? (Baba Yaga)
Baba Yaga is in many fairy tales. Help Alyonushka save her brother.
(Self-recording of prepositions. Check.)
Where is the bunny? (Behind the tree.)
And the hedgehog? (Under the tree)
Where do mushrooms grow? (On a stump.)
Where does Baba Yaga fly? (Over the forest.)
Why is everyone hiding from Baba Yaga?
Ex. 183 p.51 Game "Guess"
Insert the missing prepositions and guess the fairy tale. (Independent work. Check.)
6. Reflection.
What part of speech are we talking about? (About the preposition.)
Illustrations from fairy tales on the board. One student comes up with a sentence. Children saying what preposition is in the sentence.
Which of the fairy tales is a fairy tale of the northern peoples? (Fox and Raven)
7. Lesson summary
What part of speech did the heroes of fairy tales introduce us to?
What are prepositions used for?
8. Homework. Grading.
