Detailed notes of elective classes in the Russian language. Optional lesson in the Russian language “about various, identical and different words.” Main activities of students

Interesting grammar circle

Educational program of the Russian language club “Entertaining Grammar”

(in accordance with Federal State Educational Standards)

I. Explanatory note

Successful acquisition of knowledge in the primary grades of a general education school is impossible without children’s interest in learning. The main form of education at school is the lesson. The strict framework of the lesson and the richness of the program do not always allow us to answer children’s questions, show them the richness of the Russian language, and reveal many of its “secrets”. In this case, the Russian language club “Entertaining Grammar” comes to the rescue, which is a natural continuation of the lesson, its addition. The club program is compiled in accordance with the requirements of the Federal State Educational Standard for Primary General Education.

The inclusion of entertaining elements is mandatory for classes with primary schoolchildren. At the same time, the widespread use of game elements should not reduce the teaching, developmental, and educational role of “Entertaining Grammar” classes.

When selecting material for classes, the teacher should focus on connections with program material in the Russian language, taking into account the need for continuity between the primary and secondary levels.

The educational program of the circle allows you to show students how fascinating, diverse, and inexhaustible the world of words, the world of Russian literacy is. This is of great importance for the formation of genuine cognitive interests as the basis of educational activities. In the process of studying grammar, schoolchildren can see the “magic of familiar words”; understand that ordinary words are worthy of study and attention. Cultivating interest in “Entertaining Grammar” should awaken in students the desire to expand their knowledge of the Russian language and improve their speech.

Knowledge of the Russian language creates conditions for successful mastery of all academic subjects. Without good command of words, no cognitive activity is possible. Therefore, special attention in “Entertaining Grammar” classes should be paid to tasks aimed at developing students’ oral and written speech and developing their sense of language. The educational potential of the Russian language as an academic subject will be realized to a greater extent if we strengthen the work on instilling ethical standards of speech behavior in younger schoolchildren.

It is advisable to work on developing communication ethics with younger schoolchildren, starting from the first year of study. To do this, it is necessary to use role-playing games in the classroom. It is advisable to carry out work on developing correct speech behavior in all classes. In addition, the “Entertaining Grammar” club allows you to work not only on phonemes and parts of speech, but also on the development of correct speech.

To successfully conduct classes, various types of work are used: game elements, games, didactic and handout material, proverbs and sayings, physical education lessons, rhymes, counting rhymes, rebuses, crosswords, puzzles, grammatical fairy tales. Most didactic material is given in poetic form, which makes it easier to assimilate and remember. All this opens up the wonderful world of words for children, teaches them to love and feel their native language.

The need for the elective course we have developed lies in the desire of children to learn something new about the Russian language.

II. The purpose and objectives of the circle.

Target:

Tasks:

Educational:

developing interest in the Russian language as an academic subject;

acquisition of knowledge, skills and abilities in Russian grammar;

awakening the need in students to independently work on knowledge of their native language;

development of motivation to study the Russian language;

development of creativity and enrichment of vocabulary;

improving students' overall language development;

deepening and expanding knowledge and ideas about the literary language.

Educators:

Educational:

develop ingenuity and intelligence;

introducing schoolchildren to independent research work;

develop the ability to use a variety of dictionaries;

teach the organization of personal and collective activities when working with a book.

III. Features of the program “Entertaining Grammar” 2-3 grades

The organization of activities of junior schoolchildren in the classroom is based on the following principles:

entertaining;

scientific character;

consciousness and activity;

visibility;

availability;

connection between theory and practice;

The circle allows you to most successfully apply an individual approach to each student, taking into account his abilities, and more fully satisfy the cognitive and life interests of students. Unlike in-class activities, students write little and talk a lot during extracurricular activities.

IV. Forms of conducting classes

lectures;

practical exercises with elements of games and game elements, didactic and handout materials, proverbs and sayings, counting rhymes, puzzles, crosswords, puzzles, fairy tales.

analysis and review of texts;

Each lesson has three parts:

gaming;

theoretical;

practical.

V. Basic methods and technologies

developmental training;

communication technology.

VI. Description of the circle’s place in the curriculum

The program lasts 1 year. Classes are held once a week for 45 minutes in grades 2-3. The program course is designed for students in grades 1–4.

VI. Planned results.

2-3 grades

Personal results:

realize the role of language and speech in people's lives;

to live emotionallytext, express your emotions;

understand emotions of other people, sympathize, empathize;

pay attentionon the characteristics of oral and written statements of other people (intonation, tempo, tone of speech; choice of words and punctuation marks: period or ellipsis, full stop or exclamation point).

Meta-subject results

Regulatory UUD:

Cognitive UUD:

Communication UUD:

Distinctive features of the program.

1st grade: “Travels in the Land of Words”

Grade 2: “Secrets of spelling”

Grade 3: “Entertaining word formation”

Grade 4: “Entertaining linguistics”

The organization of activities of junior schoolchildren in the classroom is based on the following principles:

• entertaining;
• scientific character;
• consciousness and activity;
• visibility;
• availability;
• connection between theory and practice;
• individual approach to students.

This course allows you to most successfully apply an individual approach to each student, taking into account his abilities, and more fully satisfy the cognitive and life interests of students. Unlike in-class activities, students write little and talk a lot during extracurricular activities.

The program of this course allows you to show students how fascinating, diverse, and inexhaustible the world of words, the world of Russian literacy is. This is of great importance for the formation of genuine cognitive interests as the basis of educational activities. In the process of studying, students can see the “magic of familiar words”; understand that ordinary words are worthy of study and attention. Cultivating interest in “Entertaining Grammar” should awaken in students the desire to expand their knowledge of the Russian language and improve their speech.

Knowledge of the Russian language creates conditions for successful mastery of all academic subjects. Without good command of words, no cognitive activity is possible. Therefore, special attention in classes is paid to tasks aimed at developing students’ oral and written speech and developing their sense of language. The educational potential of the Russian language as an academic subject will be realized to a greater extent if we strengthen the work on instilling ethical standards of speech behavior in younger schoolchildren.

It is advisable to work on developing communication ethics with younger schoolchildren, starting from the first year of study. For this purpose, role-playing games are used in classes. It is advisable to carry out work on developing correct speech behavior in all classes. In addition, this course allows you to work not only on phonemes and parts of speech, but also on the development of correct speech.

Novelty, relevance, pedagogical expediency.

To successfully conduct classes, various types of work are used: game elements, games, didactic and handout material, proverbs and sayings, physical education lessons, rhymes, counting rhymes, rebuses, crosswords, puzzles, grammatical fairy tales. Most didactic material is given in poetic form, which makes it easier to assimilate and remember. All this opens up the wonderful world of words for children, teaches them to love and feel their native language. Successful acquisition of knowledge in the primary grades of a general education school is impossible without children’s interest in learning. The main form of education at school is the lesson. The strict framework of the lesson and the richness of the program do not always allow us to answer children’s questions, show them the richness of the Russian language, and reveal many of its “secrets”. In this case, the “Entertaining Grammar” course comes to the rescue.

The inclusion of entertaining elements is mandatory for classes with primary schoolchildren. At the same time, the widespread use of game elements does not reduce the teaching, developmental, educational role of classes.

In selecting material for classes, the teacher focuses on connections with program material in the Russian language, taking into account the need for continuity between the primary and secondary levels.

Purpose of the course: to expand, deepen and consolidate junior schoolchildren’s knowledge of the Russian language, to show students that grammar is not a set of boring and difficult rules to memorize, but an exciting journey through the Russian language at different levels of learning.

Course objectives:

Educational: developing interest in the Russian language as an academic subject; acquisition of knowledge, skills and abilities in Russian grammar; awakening the need in students to independently work on knowledge of their native language; development of motivation to study the Russian language; development of creativity and enrichment of vocabulary; improving students' overall language development; deepening and expanding knowledge and ideas about the literary language.

Educators: fostering a culture of handling books;formation and development of students’ diverse interests and culture of thinking.

Developmental : develop ingenuity and intelligence; introducing schoolchildren to independent research work; develop the ability to use a variety of dictionaries; teach the organization of personal and collective activities when working with a book.

Children's age

The program is designed for children 7-11 years old. Program implementation period: 4 years(135 hours). In grade 1 – 33 hours, grades 2-4 – 34 hours. Classes are held once a week.Forms of conducting classes.

• conversation, story;
• practical classes with elements of games and game elements, didactic and handout materials, proverbs and sayings, counting rhymes, puzzles, crosswords, puzzles, fairy tales;
• analysis and review of texts;
• independent work (individual and group) on working with a variety of dictionaries;
• quizzes, olympiads.

Students' interest is supported by introducing a creative element into classes: independently composing crosswords, charades, and puzzles.

Each lesson has three parts: gaming; theoretical; practical.

Basic methods and technologies.

• technology of multi-level training;
• developmental training;
• collaborative learning technology;
• communication technology.

The choice of technologies and methods is determined by the need to differentiate and individualize learning in order to develop universal learning activities and personal qualities of the student.

Expected results.

1st class

Personal results

• express your attitude towards the characters of the works you read and their actions.

Meta-subject results

Regulatory UUD:

• determine and formulate the purpose of the activity with the help of the teacher;
• learn to express your assumption (version) based on working with the material;
• learn to work according to the plan proposed by the teacher

Cognitive UUD:

• find answers to questions in the text and illustrations;
• draw conclusions as a result of joint work between the class and the teacher;

Communication UUD:

• express your thoughts orally and in writing (at the level of a sentence or small text);
• listen and understand the speech of others;
• learn to work in pairs, groups; perform various roles (leader, performer).

2nd class

Personal results

• realize the role of language and speech in people's lives;
• emotionally “live” the text, express your emotions;
• understand the emotions of other people, sympathize, empathize;
• pay attention to the peculiarities of oral and written statements of other people (intonation, tempo, tone of speech; choice of words and punctuation marks: period or ellipsis, full stop or exclamation point).

Meta-subject results

Regulatory UUD:

• determine and formulate the purpose of the activity with the help of the teacher;
• learn to express your assumption (version) based on working with the material;
• learn to work according to the plan proposed by the teacher

Cognitive UUD:

• find answers to questions in the text and illustrations;
• draw conclusions as a result of joint work between the class and the teacher;
• transform information from one form to another: retell small texts in detail.

Communication UUD:

• express your thoughts orally and in writing (at the level of a sentence or small text);
• listen and understand the speech of others; use listening techniques: fix the topic (title), keywords;
• read and retell text expressively;
• negotiate with classmates together with the teacher about the rules of behavior and communication, assessment and self-esteem and follow them;
• learn to work in pairs, groups; perform various roles (leader, performer).

3-4th grades

Personal results

• emotionality; the ability to recognize and identify (name) your emotions;
• sense of beauty - the ability to feel the beauty and expressiveness of speech, strive to improve one’s own speech;
• love and respect for the Fatherland, its language, culture;
• interest in reading, in conducting a dialogue with the author of the text; need for reading;
• interest in writing, in creating your own texts, in written communication;
• interest in learning the language;
• awareness of responsibility for the spoken and written word.

Meta-subject results

Regulatory UUD:

• independently formulate the topic and goals of the lesson;
• draw up a plan for solving an educational problem together with the teacher;
• work according to plan, checking your actions with the goal, adjusting your activities;
• in dialogue with the teacher, develop evaluation criteria and determine the degree of success of one’s own work and the work of others in accordance with these criteria.

Cognitive UUD:

• process and transform information from one form to another (make a plan, table, diagram);
• use dictionaries and reference books;
• carry out analysis and synthesis;
• establish cause-and-effect relationships;
• build reasoning;

Communication UUD:

• adequately use speech means to solve various communicative tasks; master monologue and dialogic forms of speech.
• express and justify your point of view;
• listen and hear others, try to accept a different point of view, be ready to adjust your point of view;
• negotiate and come to a common decision in joint activities;
• to ask questions.

Forms for summing up the results of the program implementation

• quizzes, KVN, Olympiads, festivals
• educational and research conferences
• staging works, performances

Travels through the Land of Words

In a world of silence and unknown sounds.

0.5h

Listening to fairy tales and the “yum-yum theory.”

0.5h

Getting to know the teacher and classmates, the ability to enter into dialogue.

To the land of words. First meetings.

0.5h

0.5h

Games. Solving riddles and puzzles. Scene "Who's the odd one out."

To the secrets of magic words.

Acting out scenes, solving riddles.

Choosing friends in the Land of Words

0.5h

Listening to fairy tales, poems and stories, rules of the game.

0.5h

To the countless treasures of the Land of Words.

0.5h

0.5h

Wonderful transformations of words.

0.5h

0.5h

Visiting the Alphabet.

0.5h

0.5h

To the secrets of sounds and letters.

0.5h

0.5h

Meeting with Rainbow.

0.5h

0.5h

To the Land of Talking Rocks.

0.5h

Story. Conversation.

0.5h

Puzzle.

To the depths of centuries on the Time Machine.

0.5h

0.5h

In the Kingdom of Errors.

0.5h

0.5h

To the Land of Syllables.

0.5h

Story, introduction to new games.

0.5h

An unexpected stop along the way.

0.5h

Teacher's story about speech.

0.5h

In the amazing city of Neslov. Safety precautions during classes.

0.5h

Working with a dictionary. Conversation.

0.5h

Stimulating interest in performing arts.

18-19

Miracles in the Land of Words.

Story.

To words that are diverse, identical, but different.

0.5h

Story. Conversation.

0.5h

Solving riddles, charades, puzzles. Dramatizing the story.

Teach volitional self-regulation as the ability to exert volition.

21-22

At the carnival of words.

At the Twins Theater.

0.5h

Getting to know the dictionary.

0.5h

Competition for those who know.

0.5h

Explanation of the rules of the game.

0.5h

Formation of adequate differentiated self-esteem.

New performance.

0.5h

Story. Conversation.

0.5h

An unusual lesson.

0.5h

Story.

0.5h

Puzzle. Game (work in pairs).

The ability to control your own actions and the actions of your partner

Pathfinders entertain guests.

0.5h

0.5h

Listening to fairy tales and stories.

0.5h

0.5h

Riddles, games, proverbs, poems with antonyms.

Developing a willingness to cooperate, distinguishing between acceptable and unacceptable forms of behavior.

In the Club of Merry Men.

0.5h

Conversation.

0.5h

Selection of synonyms and antonyms. Game of homonyms.

Developing readiness for cooperation and friendship.

29-30

To the words - relatives. Why were they called that?

Teacher's story. Introduction to the word-formation dictionary.

A game. Selection of related words. Solving puzzles.

Formation of a broad motivational basis for creative activity.

An excursion into the past.

0.5h

Story. Conversation.

0.5h

Team competition.

Ability to negotiate and find a common solution.

Flight to the future.

0.5h

Story.

0.5h

A game. Solving the puzzle.

Learn to adequately accept the assessment of the teacher and classmates.

Final lesson.

0.5h

Conversation.

0.5h

Dramatizing stories. Games with words Solving puzzles, charades.

Total hours

16,5

16,5

1 year

Topic 1. In a world of silence and unknown sounds. (1 hour)

Acting out silent scenes. Fairy tale "World without words." Onomatopoeia and the “yum-yum theory.” Games “Additives”, “You know it yourself - tell us.”

Topic 2. To the Land of Words. First meetings. (1 hour)

Games “Words are brothers”, “Relay race”. Solving riddles. Scene "Who's the odd one out." Puzzle "Berries". The story “Words of Snow.”

Topic 3-4. To the secrets of magic words. (2 hours)

Fairy tale "Magic words". Solving riddles, listening to poems and stories about magic words. Sketch "When words lose their magical power."

Topic 5. Choosing friends in the Land of Words. (1 hour)

Fairy tale "Games of Dwarfs". Games “Good - Evil”, “Only Good”. Competition for attention and penmanship. Parade of Kind Words.

Topic 6. To the countless treasures of the Land of Words. (1 hour)

Puzzle "How many relatives." A conversation about the spiritual wealth and richness of the Russian language. Getting to know the explanatory dictionary. Competition for the best interpretation of words. Games “Name by relationship”, “Who is bigger?”, “Chain of words”.

Topic 7. Miraculous transformations of words. (1 hour)

Fairy tale by A. Shibaev “The letter got lost.” Games “Funny letters”, “Hidden word”. Staging of a poem by A. Shibaev.

Topic 8-9. Visiting the Alphabet. (2h)

Reading an excerpt from S. Marshak’s book “A Fun Journey from A to Z.” Introducing a spelling dictionary. Pyramid “Everything on A”. The fairy tale "Commotion". Games “Magic Well”, “Help R”.

Topic 10. To the secrets of sounds and letters. (1 hour)

Solving riddles. Training exercises in pronouncing sounds. Fairy tale "Forest Carnival". A dramatization of V. Suslov’s poem from the book “Difficult Letters.”

Topic 11. Meeting with the Rainbow. (1 hour)

Fairy tale "Words that can draw." The Secret of Lady Rainbow. Examination of I. Levitan’s painting “Golden Autumn”. Game "Correct the artist's mistake."

Topic 12. To the Land of Talking Rocks. (1 hour)

The teacher's story about the secrets of picture writing, about how our ancestors learned to write and count. Puzzle "Enchanted words"

Topic13. To the depths of centuries on the Time Machine. (1 hour)

The teacher's story about how the first relatives of the alphabet were born. Solving puzzles.

Topic 14. In the Kingdom of Errors (1 hour)

Writing a fairy tale. Listening to poems and stories and working on correcting mistakes. Game "Magic Apple Tree". Acting out situations.

Topic 15. To the Land of Syllables. (1 hour)

Attention game “Correct the mistakes.” Choral recitation. Solving the puzzle. Ball game "Continue the word."

Topic 16. An unexpected stop along the way. (1 hour)

Pronouncing words syllable by syllable. Games “Find another word”, “Go through the gate”, “Find a pair”. Teacher's story about speech.

Topic 17. In the amazing city of Neslov. (1 hour)

Working with a dictionary. Dramatization of the story “An Unfamiliar Word.” Games “Turn letters into words”, “Guess the word”. Solving riddles. Puzzle "Crossroads".

Topic 18-19. Miracles in the Land of Words. (2 hours)

Solving puzzles. Multiple meaning words. Guessing words by their meaning. Acting out scenes. Puzzle. The words are synonyms.

Topic 20. To words that are diverse, identical, but different. (1 hour)

Words are homonyms. Solving riddles, charades, puzzles. Dramatizing stories. Puzzle.

Topic 21-22. At the carnival of words (2 hours).

Teacher's story about double words. Words are homophones. Listening to poems and working on their content. Games with words - doubles.

Topic 23. At the Twins Theater. (1 hour)

Puzzle "Start and Finish K". Working with a dictionary. Jokes are puns. Scenes “There is”, “Whose nose”. Riddles competition.

Topic 24. Competition for those who know. (1 hour)

Rules "Knots for memory". Crossword "Competition of those who know." Puzzle “give an interpretation to each word.” Games with homonyms, homophones.

Topic 25. New performance. (1 hour)

A dramatization of an excerpt from N. Nosov’s fairy tale “The Adventures of Dunno and His Friends.” A fun “say the word” attraction. Words are synonyms (teacher's story). Scene "Solid Sign". Game "Find Friends".

Topic 26. Unusual lesson.(1 hour)

Puzzle "All words starting with A." Words are antonyms (teacher's story). Game "Guess - ka!" with words - antonyms.

Topic 27. Pathfinders entertain children. (1 hour)

“Knots for memory” (repetition of rules). Riddles, games, proverbs, poems with antonyms. Listening to fairy tales and stories.

Topic 28. In the Club of Merry Men (1 hour).

Puzzle "Start with A". Selection of synonyms and antonyms. Game of homonyms.

Topic 29-30. To the words - relatives. Why were they called that? (2 hours)

Teacher's story about related words. Game "Wonderful Garden". Fairy tale “That’s how relatives are!” Solving puzzles. Tautology. Game "Dominoes".

Topic 31. An excursion into the past. (1 hour)

Outdated words - archaisms and historicisms (teacher's story). In the “museum” of ancient words.

Topic 32. Flight to the future. (1 hour)

Teacher's story about neologisms. Guess game. Knots for memory. Puzzle "Vostilet".

Topic 33. Final lesson. (1 hour)

Solving puzzles, riddles, charades. Games with words: synonyms, antonyms, homonyms. Dramatizing stories.

Educational and thematic plan

2 year

34 hours

Spelling secrets

How did you manage without a letter? Safety precautions during classes.

0.5h

Teacher's story “And the bears started it all.” Words in a figurative sense

0.5h

Acting out silent scenes. Games. Onomatopoeia.

Ancient writings.

0.5h

Reading and listening. R. Kipling's fairy tale “How the First Letter Was Written”

0.5h

Game "Guess the symbol".

Developing readiness for cooperation and friendship, distinguishing between acceptable and unacceptable forms of behavior.

How did our writing originate?

0.5h

Listening to the story, listening and accepting the terms of the lesson.

0.5h

Creative task “Create your own alphabet.”

Developing readiness for cooperation and friendship, distinguishing between acceptable and unacceptable forms of behavior.

My name is Phonema

Listening to fairy tales, poems and stories. Conversation.

Games with phonemes. Acting out a poem by N. Matveev

Developing readiness to cooperate with the teacher.

6-7-

Are there letters for all phonemes?

1.5h

Teacher's story "How sounds are born."

1.5h

Games. Competition for attention and penmanship.

Formation of adequate differentiated self-esteem.

9-10

"Dangerous" places.

Conversation, familiarization with an explanatory dictionary.

Competition for the best interpretation of words, games.

An honest, self-critical attitude towards one’s behavior.

Secrets of the phoneme.

0.5h

Listening to fairy tales, poems, stories.

0.5h

Dramatization of a poem.

Formation of a respectful and friendly attitude towards the work of peers.

12-13

Dangerous consonants

Reading an excerpt from a book. Conversation.

Working with charades and puzzles. Work in pairs.

Ability to negotiate and find a common solution.

Vowels on stage

0.5h

Conversation, introduction to new games.

0.5h

Solving riddles. Training exercises in pronouncing sounds.

Establishing friendly relationships based on mutual assistance and mutual support. Work in pairs.

Phonemes command letters

0.5h

Listening to fairy tales, poems and stories, accepting the rules of the game.

0.5h

Examination of a painting by I. Levitan, a game

The ability to argue your proposal, persuade and yield.

Your old friends. Practical lesson

0.5h

Story. Conversation.

0.5h

Puzzle.

Knowledge of the rules of polite behavior and speech culture.

17-18

Rules about unpronounceable consonants. Safety precautions during classes.

Story, introduction to new games.

Solving puzzles. Work in groups.

Teach to rejoice in the success of your classmates.

19-20

The magic remedy is “self-instruction”

Listening to poems and stories.

Writing a fairy tale, working on correcting mistakes.

Stimulating interest in performing arts.

Memory and literacy

0.5h

Story, introduction to new games.

0.5h

A game of attention. Choral declaration. Solving the puzzle.

The ability to adequately accept the assessment of the teacher and classmates.

Construction work of morphemes

0.5h

Teacher's story about speech.

0.5h

Pronouncing words syllable by syllable. Games.

The ability to be responsible for your actions.

Where are words stored?

0.5h

Working with a dictionary. Conversation.

0.5h

Dramatizing the story. Solving riddles and puzzles.

Stimulating interest in performing arts.

24-25-26

Let's talk about all the consoles at once

1.5h

Story.

1.5h

Solving puzzles and puzzles. Guessing words by their meaning. Work in pairs.

Learn to exercise mutual control and provide the necessary mutual assistance in cooperation.

The words are “relatives”.

0.5h

Story Listening to poetry.

0.5h

Work on their content. Games with words - doubles.

Focus on understanding the reasons for success and failure in activities (work in a group).

28-29-30

Who commands the roots

1.5h

Getting to know the dictionary.

1.5h

Puzzle. Acting out a scene Working with a dictionary.

The ability to adequately accept a teacher’s assessment.

31-32

Don't bother with words!

Explanation of the rules of the game.

Working with crosswords and puzzles. Games. Work in pairs.

Formation of adequate differentiated self-esteem.

33-34

"Transplanted" roots.

Story. Conversation.

Dramatization of an excerpt from a fairy tale. Game (group work).

Development of readiness for cooperation and friendship

Total hours

2 year

Topic 1. How did you manage without a letter? (1 hour)

Teacher's story “And the bears started it all.” Words in a figurative sense “a disservice, a disservice”

Topic 2. Ancient writings.(1 hour)

Drawing letter. Game "Guess the symbol". R. Kipling's fairy tale “How the first letter was written.” Hieroglyphs are “sacred signs.

Topic 3. How did our writing originate? (1 hour)

Frozen sounds. Phoenician alphabet. Greek alphabet. Cyrillic or Glagolitic? Creative task “Create your own alphabet.”

Topic 4 -5. My name is Phoneme.(2 hours)

Meaning-distinguishing sounds. Game "Race". Poem by B. Zakhoder “The Whale and the Cat”. Phonemes are vowels and consonants. Games with phonemes. Acting out the poem “Confusion” by N. Matveev.

Topic 6 - 8. Are there letters for all phonemes? (2 hours)

Teacher's story "How sounds are born." Voiced and deaf “twins”. Game "Building a house". About imagination. Poem by B. Zakhoder “My Imagination”.

Topic 9 - 10. "Dangerous" places. (2 hours)

"Mirror and non-mirror words." Who needs vigilance? An excerpt from Antoine de Saint-Exupéry's fairy tale "The Little Prince".

Topic 11. Secrets of the phoneme. (1 hour)

Alternation of phonemes. The key to the secrets of the phoneme. Learning songs - “memories”.

Topic 12 – 13. Dangerous consonants. (2 hours)

Sounds - “wizards” sonorant sounds. Consonants in weak and strong position. Doubtful consonant. Game "Dangerous Neighbors".

Topic 14. Vowels on stage. (1 hour)

Good “wizard” - emphasis. Game "Put the accent". Vowels without hassle!

Topic 15. “Phones command letters.” (1 hour)

Phonemic rule. Welcome, b! Entry is prohibited, but... not always! Games with words. Solving puzzles. Training exercises.

Topic 16. Your old friends. Practical lesson (1 hour)

Games with words with combinations zhi-schi, chu-schu, cha-scha, chk, chn, schn, nsch. Training exercises.

Topic 17 – 18. Rules about unpronounceable consonants. (2 hours)

Songs are “reminders”. Training exercises. Non-phonemic rule. Game "Insert words". Analysis of the poem “About the Sun” by S. Marshak.

Topic 19 – 20. The magic remedy is “self-instruction.” (2 hours)

Introduction to the term “self-instruction”. Rules for drawing up self-instructions. Work on drawing up self-instructions. Work according to self-instruction. Game "Settle the House". Game "Find a suitable transport."

Topic 21. Memory and literacy. (1 hour)

Types of memory. Memory training using excerpts from literary works. Exercise for memory development. Learning the “reminder” song. Retelling plan.

Topic 22. Construction work of morphemes (1 hour)

"Building blocks" for morphemes. Prefixes “meanings”. Game "Form words". "Meanings" of suffixes. "Meanings" of the ending.

Topic 23. Where are words stored? (1 hour)

How to find a word in the dictionary? Linguistics is the science of language. Working with dictionaries.

Topic 24 – 26. Let's talk about all the consoles at once. (2 hours)

Games with consoles. Are there many consoles in the world? Games and exercises with consoles.

Topic 27. Words - “relatives.” (1 hour)

Correct roots and ugly roots. Secrets of related words. Game "Third Man". Game "Who is bigger?"

Topic 28 – 30. Who commands the roots? (2 hours)

Vowel alternation in the root. Game "Recognize them by sight." Vowels command. Consonants command. Commands the emphasis. Meaning commands.

Topic 31 – 32. “Don’t put your words into your pocket!” (2 hours)

The root and main rule. We change the form of the word. Game "Word Ball". The game is collecting words. Retelling the text.

Topic 33-34. “Transplanted” roots.( 2h.)

Old acquaintances. Where did the familiar words come from? Working with a dictionary.

Educational and thematic plan

3 year

Fairytale kingdom of words.

Safety precautions during classes.

0.5h

A conversation about the beauty and richness of folk speech.

0.5h

Competition for knowledge of proverbs and sayings.

Getting to know the teacher and the ability to engage in dialogue.

Journey to the land of words.

Introduction to thematic groups of words.

Game "Words are brothers." Game "Relay Race". Solving riddles. R

Developing readiness to cooperate with the teacher.

Wonderful transformations of words.

Working with a dictionary. Conversation.

Game "Find the lost letter." Game "Sad Transformations" Charades.

Formation of adequate differentiated self-esteem.

Visiting the words of relatives.

Working with a dictionary. Conversation.

Story.

Selection of related words with a given root.

Formation of adequate differentiated self-esteem.

Good words

A conversation about the richness of the vocabulary of the Russian language with “kind words”.

Game “Do you know how to say hello?” Working with texts on this topic.

Establishing friendly relationships based on mutual assistance and mutual support. Work in pairs.

An excursion into the past

0.5h

Acquaintance with words - historicisms and archaisms

0.5h

Creative work. Explanation of obsolete words.

The ability to argue your proposal, persuade and yield.

11-12

New words in the Russian language.

Teacher's story “Where do new words come from?”

Guess game.

Knowledge of the rules of polite behavior and speech culture.

Meeting with foreign friends

0.5h

The story “Where the words came from - aliens.”

0.5h

Work on a poem by S. Ya. Marshak.

Knowledge of the rules of polite behavior and speech culture.

14-15

Synonyms in Russian

Work on the poem by A. Barto “Word Game”.

Finding synonymous words in the text.

Teach to rejoice in the success of your classmates.

Antonym words Safety precautions during classes.

0.5h

Working with a dictionary. Conversation.

Story.

0.5h

Work on the selection of antonym words.

Stimulating interest in performing arts.

17

Homonym words

1

0.5h

Reading the story “Oatmeal” by N. Sladkov.

0.5h

Work on the story “There is” by I. Turchin. Game "Prove"

Stimulating interest in performing arts.

18

Winged words

1

0.5h

A conversation about the meaning of “catchphrases” in the Russian language.

0.5h

Working with expressions used figuratively and their meaning.

Learn to exercise mutual control and provide the necessary mutual assistance in cooperation.

19-20

In the kingdom of mistakes.

2

1h

Conversation.

Story.

1h

Game "Correct the mistakes." Dramatization by P. Rebrov “Who is right?”

Focus on understanding the reasons for success and failure in activities (work in a group).

21-22

In the Land of Writers

2

1h

Conversation about rhymes.

Competition of riddles in drawings.

1h

Writing your own riddles based on given rhymes.

The ability to adequately accept a teacher’s assessment.

23-24

The art of eloquence.

2

1h

Conversation.

Story.

1h

Retellings. Own exercises in creating different speeches.

Formation of adequate differentiated self-esteem.

25

A celebration of creativity and play.

1

0.5h

Conversation

0.5h

Intellectual game "Clever and smart girls."

Development of readiness for cooperation and friendship

26-27

Difficult words.

2

1h

Conversation.

Story.

1h

Work on texts of fiction and works of oral folk art.

Development of readiness for cooperation and friendship (work in a group).

28-29

Anagrams and metagrams.

2

1h

Conversation.

Story.

1h

Compiling and solving anagrams and metagrams.

Establishing friendly relationships based on mutual assistance and mutual support. Work in pairs.

30-31

Charades and loggriffs

2

1h

An introduction to the origins of charades and loggriffs.

1h

Making and solving charades. Illustration of answer words.

The ability to argue your proposal, persuade and yield.

32

Where do our names come from?

1

0.5h

Didactic game “Make a name.”

0.5h

Creative work “Draw your name.”

Knowledge of the rules of polite behavior and speech culture.

33

Entertaining word formation

1

0.5h

Conversation

0.5h

Games for transforming words: “The letter got lost” “Replacing the letter.” Charades

Learn to exercise mutual control and provide the necessary mutual assistance in cooperation.

34

KVN in Russian language.

Final lesson.

1

1h

Development of readiness for cooperation and friendship (work in a group).

Course content

3 year

Topic 1.Fairytale kingdom of words. (1 hour)

A conversation about the beauty and richness of folk speech. Competition for knowledge of proverbs and sayings.

Topic 2-3.Journey to the land of words. (2 hours)

Introduction to thematic groups of words. Game "Words are brothers." Game "Relay Race". Solving riddles. R

Topic 4-5. Miraculous transformations of words. (2 hours)

An idea of ​​the transformation of words and the ability to find “escaped” letters from words are given. Game "Find the lost letter." Game "Sad Transformations". Charades.

Topic 6-7.Visiting the words of relatives. (2 hours)

Introducing different groups of related words. Selection of related words with a given root. Consolidating knowledge of the distinctive features of words - relatives.

Topic 8-9. Kind words (2 hours)

A conversation about the richness of the vocabulary of the Russian language with “kind words”. Work with V. Korkin’s poem “Good Morning”. Game “Do you know how to say hello?” Working with texts on this topic.

Topic 10.Excursion into the past (1 hour)

Acquaintance with words - historicisms and archaisms. Selecting ancient words from the text. Creative work. Explanation of obsolete words.

Topic 11-12.New words in the Russian language. (2 hours)

Teacher's story “Where do new words come from?” Neologisms in the Russian language. Finding neologisms in texts. Guess game.

Topic 13. Meeting with foreign friends. (1 hour)

Getting to know borrowed words. The story “Where the alien words came from.” Work on a poem by S. Ya. Marshak.

Topic 14-15.Synonyms in Russian (2 hours)

Getting to know words - synonyms. Work on the poem by A. Barto “Word Game”. Finding synonymous words in the text.

Topic 16.Words - antonyms (1 hour)

Getting to know words - antonyms. Cases of using antonyms in Russian. Work on selecting words - antonyms.

Topic 17.Words - homonyms (1 hour)

Homonyms in the Russian language and their role. Work on the story “There is” by I. Turichin. Game "Prove...". Reading the story “Oatmeal” by N. Sladkov.

Topic 18.Winged words (1 hour)

A conversation about the meaning of “catchphrases” in the Russian language. Selection of “catchphrases” in text titles. Working with expressions used figuratively and their meaning.

Topic 19-20.In the kingdom of mistakes. (2 hours)

Game "Correct the mistakes." Working with works containing spelling errors. Game "Pronounce it correctly." Dramatization by P. Rebrov “Who is right?”

Topic 21-22.In the Land of Writers. (2 hours)

Conversation about rhymes. Writing your own riddles based on given rhymes. Competition of riddles in drawings. Writing fairy tales about friendship, good and evil.

Topic 23-24.The art of eloquence. (2 hours)

Introduction to the concept of “eloquence”. Retellings. Own exercises in creating different speeches.

Topic 25. A celebration of creativity and play. (1 hour)

Creative tasks for the formation of spelling vigilance Intellectual game “Clever and smart girls.”

Topic 26-27.Difficult words. (2 hours)

Acquaintance with the etymology of difficult words, with the exact meaning of words. Work on texts of fiction and works of oral folk art.

Topic 28-29. Anagrams and metagrams. (2 hours)

Introduction to the history of the invention of anagrams and metagrams. Introducing the concepts of “anagram” and “metagram”.

Topic 30-31.Charades and loggriffs (2 hours)

An introduction to the origins of charades and loggriffs. Compiling and solving charades and loggriffs. Illustration of answer words.

Topic 32.Where did our names come from? (1 hour)

Getting to know the origins of names. Creative work “Draw your name.” Didactic game “Make a name.”

Topic 33. Entertaining word formation (1 hour)

Games for transforming words: “The letter got lost”, “Replacing a letter”, “What word is intended?”. Charades.

Topic 34.KVN in Russian language. (1 hour)

Educational and thematic plan

4 year

Entertaining linguistics

I. I

1

What is orthoepy?

Safety precautions during classes.

1

0.5h

Acquaintance with the norms of literary pronunciation.

0.5h

Teaching the correct pronunciation of words, observing spelling norms.

Getting to know the teacher and the ability to engage in dialogue.

2

What is phonography or sound recording?

1

0.5h

Story.

Conversation.

0.5h

Introduction to the concepts of “phonography” and “sound recording”.

Developing readiness for cooperation and friendship, distinguishing between acceptable and unacceptable forms of behavior.

3

Sounds are not letters!

1

0.5h

Teacher's story about the difference between “letters” and “sounds”.

0.5h

Compilation of transcriptions.

Developing readiness for cooperation and friendship, distinguishing between acceptable and unacceptable forms of behavior.

4

Sound line.

1

0.5h

Story.

Conversation.

0.5h

Introduction to the terms “onomatopoeia”, “alliteration”, “assonance”.

Developing readiness to cooperate with the teacher.

5

Bows and scarves.

1

0.5h

Story.

Conversation.

0.5h

Acting out situations with these words.

Formation of adequate differentiated self-esteem.

6

"Pygmalion" teaches spelling.

1

0.5h

Story

Conversation

0.5h

Correct placement of stress in words.

An honest, self-critical attitude towards one’s behavior.

7

Kitty Kitty! Meow!, or Something about onomatopoeia.

1

0.5h

Familiarization with onomatopoeic words or onomatopoeias.

0.5h

Comparison of onomatopoeia in different languages.

Formation of a respectful and friendly attitude towards the work of peers.

I. II

Lexicology (27 hours)

8

Names of things.

1

1h

Acquaintance with explanatory dictionaries of the Russian language.

Ability to negotiate and find a common solution.

9

About encyclopedic and linguistic dictionaries.

1

0.5h

Story.

Conversation.

0.5h

Learning to use various dictionaries

Establishing friendly relationships based on mutual assistance and mutual support. Work in pairs.

10

There are many roads in the kingdom of meanings.

1

0.5h

0.5h

Working with explanatory dictionaries.

The ability to argue your proposal, persuade and yield.

11

How and why do new words appear?

1

0.5h

Story.

Conversation.

0.5h

Working with explanatory dictionaries.

Knowledge of the rules of polite behavior and speech culture.

12

Polysemy of the word.

1

0.5h

A story about the property “ambiguity of a word”, about the structure of a dictionary entry in an explanatory dictionary.

0.5h

Game "Direct and figurative meaning of words."

Teach to rejoice in the success of your classmates.

13

“Where does the cuttlefish come from?” About dictionaries that tell about the history of words.

1

0.5h

Story

Conversation

0.5h

Stimulating interest in performing arts.

14

About the same thing - in different words.

1

0.5h

The peculiarities of a synonymous series of words are studied.

0.5h

Working with synonymous words

The ability to adequately accept the assessment of the teacher and classmates.

15

How do names come about? Safety precautions during classes.

1

0.5h

Conversation about the main functions of language

0.5h

Working with etymological and historical dictionaries.

The ability to be responsible for your actions.

16

Words are antipodes.

1

0.5h

Conversation on the content of V. Poltoratsky’s poem “A Word about Words.”

0.5h

Working with proverbs and sayings.

Stimulating interest in performing arts.

17

Phraseological phrases.

1

0.5h

A conversation about the correct use of phraseological units in speech.

0.5h

Studying the features of phraseological combinations.

Learn to exercise mutual control and provide the necessary mutual assistance in cooperation.

18

Dictionaries of “foreign” words.

1

0.5h

Story.

0.5h

Focus on understanding the reasons for success and failure in activities (work in a group).

19

Captain and cabbage.

1

0.5h

Story.

Conversation.

0.5h

Working with a dictionary. Comparing the meaning of words.

The ability to adequately accept a teacher’s assessment.

20

It’s all about freedom.”

1

0.5h

Research work in a group.

0.5h

The linguistic features of A. Pushkin's works are explored.

Formation of adequate differentiated self-esteem.

21

We speak it in verse.

1

0.5h

The concepts of “catchphrases” and aphorisms are introduced.

0.5h

Finding aphorisms and catchphrases in the works of A. S. Pushkin.

Development of readiness for cooperation and friendship

22

Words invented by writers.

1

0.5h

Research

group work.

0.5h

Finding individual - author's neologisms in the works of A. S. Pushkin.

Development of readiness for cooperation and friendship (work in a group).

23

Words that are leaving and words that are new.

1

0.5h

Studying the features of outdated words - archaisms.

0.5h

Work on understanding and the ability to correctly use archaisms in speech

The ability to argue your proposal, persuade and yield.

24

Dictionary of Pushkin's language.

1

0.5h

A conversation about the meaning of this dictionary. Working with a dictionary.

0.5h

The peculiarity of the construction of the “Dictionary of the Pushkin Language” is considered.

25

Dark Chernavka.

1

1h

Acquaintance with the history of Russian names, using the example of the works of A. S. Pushkin.

Knowledge of the rules of polite behavior and speech culture.

26

1

0.5h

A conversation about the correct use of paronyms in oral and written speech

0.5h

Introduction to the concept of “paronyms”.

Learn to exercise mutual control and provide the necessary mutual assistance in cooperation.

27

1

0.5h

Conversation. Research work in a group.

0.5h

.

The ability to argue your proposal, persuade and yield.

28

Which dictionary will help you avoid mistakes?

1

0.5h

Story. Acquaintance with the dictionary entry of the “Dictionary of Paronyms”, with the types of dictionaries of paronyms.

0.5h

Working with a spelling dictionary.

Learn to exercise mutual control and provide the necessary mutual assistance in cooperation.

29

The dictionary is literate.

1

0.5h

Conversation about the meaning of a spelling dictionary

0.5h

Working with a spelling dictionary.

Knowledge of the rules of polite behavior and speech culture.

30

Scientific etymology.

1

0.5h

Conversation. Research work in a group.

0.5h

Formation of adequate differentiated self-esteem.

31

What are the names?

1

1h

Story

Conversation

Development of readiness for cooperation and friendship

32

Old Russian names.

1

0.5h

Story

Conversation

0.5h

Working with an etymological dictionary.

Development of readiness for cooperation and friendship (work in a group).

33

Middle name and last name.

1

0.5h

A conversation about the history of the appearance of patronymics and surnames in the Russian language.

0.5h

Explanation of the origins of surnames using the example of a poem by S. Mikhalkov.

The ability to argue your proposal, persuade and yield.

34

1

1h

Story

Conversation

Learn to exercise mutual control and provide the necessary mutual assistance in cooperation.

Total hours

34

18,5

15,5

Course content

4 year

Phonetics and spelling (7 hours)

Topic 1.What is orthoepia? (1 hour)

Acquaintance with the norms of literary pronunciation. Deepening and expanding knowledge and ideas about the literary language. Teaching the correct pronunciation of words, observing spelling norms.

Topic 2. What is phonography or sound recording? (1 hour)

Introduction to the concepts of “phonography” and “sound recording”. Acquaintance with the history of writing, with the stage of development of writing. Expanding knowledge of letters and sounds.

Topic 3.Sounds are not letters! (1 hour)

Acquaintance with the science of phonetics, the rules of reading and recording transcription. Teacher's story about the difference between “letters” and “sounds”. Compilation of transcriptions.

Topic 4.Sound line. (1 hour)

Acquaintance with phonetic phenomena “sound recording”, “onomatopoeia”. Introduction to the terms “onomatopoeia”, “alliteration”, “assonance”. Development of phonemic hearing.

Topic 5.Bows and scarves. (1 hour)

Introduction to the science of orthoepy and pronunciation standards. Getting to know the pronunciation of the words bows and scarves. Acting out situations with these words.

Topic 6."Pygmalion" teaches spelling. (1 hour)

Continue your acquaintance with the science of orthoepy and pronunciation standards. Correct placement of stress in words.

Topic 7.Kitty Kitty! Meow!, or something about onomatopoeia. (1 hour)

Familiarization with onomatopoeic words or onomatopoeias. Introduce the formation of onomatopoeia. Comparison of onomatopoeia in different languages.

Lexicology (28 hours)

Topic 8.Names of things. (1 hour)

Introduction to the term “vocabulary” and the lexical meaning of words. Acquaintance with explanatory dictionaries of the Russian language. Enriching students' vocabulary.

Topic 9.About encyclopedic and linguistic dictionaries. (1 hour)

Comparison of the role of encyclopedic and linguistic dictionaries. Learning to use various dictionaries.

Topic 10.There are many roads in the kingdom of meanings. (1 hour)

Acquaintance with polysemantic words, homonym words.

Topic 11.How and why do new words appear? (1 hour)

Continued acquaintance with the lexical meaning of words. Working with explanatory dictionaries.

Topic 12.Polysemy of the word. (1 hour)

A story about the property “ambiguity of a word”, about the structure of a dictionary entry in an explanatory dictionary. Working with explanatory dictionaries. Game "Direct and figurative meaning of words."

Topic 13.“Where does the cuttlefish come from?” About dictionaries that tell about the history of words. (1 hour)

The concept of “etymology” and the structure of a dictionary entry in an etymological dictionary are considered.

Topic 14.About the same thing - in different words. (1 hour)

The peculiarities of a synonymous series of words are studied. Working with synonymous words.

Topic 15.How do names come about? (1 hour)

Development of speech skills. Conversation about the main functions of language. Working with etymological and historical dictionaries.

Topic 16.Words are antipodes. (1 hour)

Conversation on the content of V. Poltoratsky’s poem “A Word about Words.” The concept of “antonyms” is introduced. Working with proverbs and sayings.

Topic 17.Phraseological phrases. (1 hour)

Studying the features of phraseological combinations. The concept of “phraseological units” is introduced. A conversation about the correct use of phraseological units in speech.

Topic 18.Dictionaries of “foreign” words. (1 hour)

Working with a dictionary of foreign words and determining the meaning of these words.

Topic 19.Captain and cabbage. (1 hour)

Getting to know the history of the origin and formation of wordscaptain and cabbage, beef and cowboy, tailors and swindlers.Working with a dictionary. Comparing the meaning of words.

Topic 20.“He is all about freedom.” (1 hour)

The linguistic features of the works of A. S. Pushkin are explored. The concept of “literary language” and “living folk speech” is introduced.

Topic21.We speak it in verse. (1 hour)

The concepts of “catchphrases” and “aphorisms” are introduced. Finding aphorisms and catchphrases in the works of A. S. Pushkin.

Topic 22.Words invented by writers. (1 hour)

Work continues on the linguistic features of A. S. Pushkin’s works. Finding individual - author's neologisms in the works of A. S. Pushkin.

Topic 23. Words that are leaving and words that are new. (1 hour)

Studying the features of outdated words - archaisms. Introducing new words. Work on understanding and the ability to correctly use archaisms in speech. R

Topic 24.Dictionary of Pushkin's language. (1 hour)

The peculiarity of the construction of the “Dictionary of the Pushkin Language” is considered. A conversation about the meaning of this dictionary. Working with a dictionary.

Topic 25. Dark Chernavka. (1 hour)

The peculiarity of Old Russian names is considered. Acquaintance with the history of Russian names, using the example of the works of A. S. Pushkin.

Topic 26.Paronyms, or “mistaken” words.(1 hour)

Introduction to the concept of “paronyms”. A conversation about the correct use of paronyms in oral and written speech.

Topic 27.Columbus's mistake. "False friends of the translator."(1 hour)

Topic 28.Which dictionary will help you avoid mistakes? (1 hour)

Acquaintance with the dictionary entry of the “Dictionary of Paronyms”, with the types of dictionaries of paronyms. Methods of forming paronyms.

Topic 29.Dictionary - literate.(1 hour)

Introducing the dictionary entry of a spelling dictionary. Conversation about the meaning of a spelling dictionary. Working with a spelling dictionary.

Topic 30.Scientific etymology.(1 hour)

Introduction to the dictionary entry of the etymological dictionary. Working with an etymological dictionary.

Topic 31.What are the names?(1 hour)

Acquaintance with the science of “onomastics”, with the traditional names of animals in Rus'.

Topic 32.Old Russian names.(1 hour)

Acquaintance with the history of the formation of Old Russian names. Working with an etymological dictionary.

Topic 33.Middle name and last name.(1 hour)

A conversation about the history of the appearance of patronymics and surnames in the Russian language. Explanation of the origins of surnames using the example of a poem by S. Mikhalkov.

Topic 34.Should you stop for a zebra?(1 hour)

Methodological support.

1. Computer, printer, multimedia projector, screen.

2. Presentations on the topics: “Alphabet”, “ABC studies”, “Synonyms”, “Antonyms”.

Bibliography.

1. Extracurricular activities of schoolchildren. Methodological designer D.V. Grigoriev, P.V. Stepanov. - M.: Education, 2010

2. Extended day group: lesson notes, event scenarios. Auto – comp. L.I. Gaidina, A.V. Kochergina.-M.: VAKO, 2009.

3. Entertaining alphabet learning. V.V. Volina -2nd ed., revised. -M.: Education, 1994

4. Entertaining grammar. V.V. Volina M.: Knowledge, 1995.

5. Games with letters and words in lessons at school and at home: Charades. Encryption.- M.: AST_PRESS, 1998.

6.Spelling dictionary. A manual for primary school students. P. A. Grushevsky, M.: Education, 1985.

7. Teach children to solve riddles. SOUTH. Illarionova.-M.: Education, 1985

8. Reader on children's literature /edited by E.E. Zubareva.-M.: Education, 1985.

The elective in the Russian language “Amazing Etymology” gives a general idea of ​​etymology and its types, introduces teenagers to existing etymological dictionaries, talks about the origin of Russian names and surnames, names of cities and rivers, plants and animals, teaches how to use etymological analysis of words to improve spelling literacy .

Explanatory note

Studying the Russian language is impossible without using data obtained from etymology. It is addressed when studying phonetics, morphemics, lexicology, phraseology, word formation, and morphology. But the strict framework of the lesson and the richness of the program do not always allow us to talk in detail about the origin of the word and reveal all its secrets. In this case, the optional course “Amazing Etymology” comes to the rescue, which is a natural continuation of the lesson, its addition. The program of this course gives a general idea of ​​etymology, its achievements, and introduces students to etymological dictionaries. In classes, children will learn about the origin of Russian names and surnames, names of cities and rivers, plants and animals. Etymological analysis of a word expands vocabulary and improves students' literacy.

Target course: broaden students' horizons, promote interest in language, develop research skills.

Tasks course:

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

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

3) develop skills in working with etymological dictionaries.

Expected result

The course will contribute

Mastering the basics of scientific knowledge about etymology;

Formation of skills in etymological analysis of words;

Development of intellectual and creative abilities of students;

Formation of analytical skills;

Improving research skills;

The ability to freely and correctly express one’s thoughts orally and in writing;

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

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

Types of control:

Intermediate: oral presentation on a topic;

Final: project protection

The program lasts 34 hours, 1 hour per week.

Educational and thematic plan

№	Lesson topic	Number of hours
	Etymology and its types (8 hours)
	Introductory lesson. Etymology and its types
	Scientific etymology
	Wrong etymology. Origin of the word "pencil"
	False etymology as one of the causes of spelling errors
	Children's etymology. Book by K.I. Chukovsky “From two to five”
	Pseudo-etymology
	Etymological dictionaries of the Russian language (12 hours)
	Characteristics of etymological dictionaries
	“Etymological Dictionary of the Russian Language” by M. Vasmer
	Historical and etymological dictionary of modern Russian language
	Etymological Dictionary of Russian Phraseology
	Explanatory and etymological dictionary of foreign words
	Etymological dictionary of Russian dialects
	Etymological Dictionary of Slavic Languages
	Etymological analysis of the word (12 hours)
	Etymology of proper names and surnames
	"Talking" names and surnames in Russian literature
	From proper names to common nouns
	The Birth of Place Names
	In the world of animals and plants
	Etymology of product names
	Project defense (2 hours)
	Final lesson. Project protection

1.Etymology and its types (8 hours)

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

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

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

3.Etymological analysis of the word (12 hours)

• Etymology of proper names and surnames. Classification of names according to external characteristics, moral qualities, occupation, etc. Saints. Original Russian and borrowed names. Unusual, pretentious names are a sign of the new times. The origin of Russian surnames, their connection with patronymics (Ivanov, Petrov, Sidorov), with place of residence (Ryazantsev, Yaroslavtsev, Novgorodtsev), with profession (Goncharov, Krasilnikov, Melnikov), etc. “Dictionary of modern Russian surnames” by I.M. Ganzhina. Project “The History of My Last Name”(2 hours)
• “Talking” names and surnames in Russian literature. Functions of proper names in a work of art. List of characters in the comedies of D.I. Fonvizin “The Minor”, ​​N.V. Gogol “The Inspector General”, in the works of M.E. Saltykov - Shchedrin, A.P. Chekhov and others (2 hours)
• From proper names to common nouns: names of months (July, August), clothes (Bolivar, riding breeches, mackintosh), weapons (Colt, Kalashnikov, Maxim, Mauser), musical instruments (accordion, saxophone), food (Napoleon, Olivier), plants (hyacinth, cypress, narcissus), etc. New life of the names of heroes of literary works (2 hours)
• The birth of geographical names. Toponymy. Classification of geographical names: from personal names and surnames, from the specifics of the landscape, from historical events, from the names of people by type of activity, etc. Project “Toponyms of the Native Land”(2 hours)
• In the world of animals and plants. Etymology of the names of flowers, mushrooms, trees, shrubs. Origin of the names of wild and domestic animals. Original Russian and borrowed names. Project “Etymology of the names of medicinal plants of the native land”(2 hours)
• Etymology of product names. Geographical indicator of origin: ice cream, Borjomi, Essentuki, coffee, Roquefort, Parmesan, etc. Original Russian names of dishes: dumplings, cheesecakes, ham, jelly, kvass, etc. Project "How candies get their names?(2 hours)

4. Project defense (2 hours)

The question of what deepening the study of the Russian language at school consists of does not have a generally accepted answer. In the early 90s, the magazine “Russian Language at School” announced an open discussion about ways to restructure secondary education in general and the Russian language course in particular. One of the first to speak was V.V. Babaytseva, author and editor of educational complex 2, who spoke about the need to create an in-depth course that would ensure continuity of secondary and higher philological education. The author notes that when teaching the Russian language, the problem of continuity has not yet found a completely satisfactory solution. The main idea of ​​the author is that “a theoretical school course should not be a simple sum of disparate theoretical information, but a systematic presentation of structural-semantic theory, which successfully synthesized the achievements of modern single-aspect directions on the fundamental basis of traditional (classical) Russian linguistics. language, undoubtedly, it is necessary to take what has proven itself in the practice of teaching it at school, what has been tested by tradition, and what is new, which is organically combined with the best traditions of domestic linguistics. In-depth study of the Russian language involves expanding the volume of theoretical information.” Thus, V.V. Babaytseva speaks out for strengthening the cognitive significance of the Russian language, expanding the theoretical base in the in-depth course in comparison with stable curricula. Today, there are several programs aimed at in-depth study of the Russian language and actually provided with educational and methodological complexes that make it possible to work on them en masse. The first is V.V. Babaitseva’s program for grades 5–11 of educational institutions with in-depth study of the Russian language (including lyceums, gymnasiums and other humanitarian institutions). This program is based on the basic program for grades 5–9 for non-special secondary educational institutions. The in-depth program differs from the main program in the following: The main attention is paid to the functional aspect of language learning: coverage of linguistic phenomena is focused on the study of their functioning in speech. The main increase in hours of study is associated with the introduction of such topics as “The role of nouns in speech”, “The role of personifications in a literary text” and the like. In the in-depth program, speech development is not allocated to special lessons and is not included in a separate manual, but accompanies the study of theory.

The theoretical basis of the course has been expanded: the program includes issues not covered in the main course. For example, the section “Morphemics” additionally included such topics as “Historical changes in the composition of the word”, “Word-formation chains”, “Root variants as a consequence of historical transformations”, “Formation of new morphemes”, “Morphemic changes in borrowed words in the Russian language.” There is separate information on the history of the Russian language, for example the topics “Old Slavonicisms, the conditions for their appearance in the Russian language”, “The origin of the past tense form”, “The history of possessive adjectives” and others. Attention is focused on facts that do not fit into the framework of strict classifications: polysemantic members of a sentence, polysemantic subordinate clauses, functional homonyms, for example, the word sad as a short adjective, adverb and state category word. Parts of speech are determined not only on the basis of their generalized meaning, morphological features and syntactic functions, but also on the basis of their morphemic composition. The program is provided with a set of 3 books: 1) textbook “Russian language. Theory. grades 5–11”, author V.V. Babaytseva, 2) collections of assignments “Russian language. 5 (6–7, 8–9, 10–11) grade”, authors V. V. Babaytseva, L. D. Bendarskaya, A. V. Glazkov, M. V. Dubrovina, N. O. Zhukova, A. G. Lisitsyn, 3) workbooks for each class, authors V. V. Babaytseva and others. The textbook linearly reflects the theoretical material; Basic information required for learning by students of educational institutions of any profile is highlighted with the “Candle” icon. Collections of assignments are made up of traditional types of exercises and contain tasks for complex text analysis, construction of mini- and maxi-texts on various topics. Workbooks include tasks that do not require rewriting and are completed directly in these manuals. Workbooks require independent homework by students, checked by the teacher once every two weeks. The second program is a program for grades 5–9, provided with an educational complex edited by. M.V. Panov (textbooks for grades 5, 6 and 7 have been published; for other grades, earlier editions edited by I.S. Ilyinskaya and M.V. Panov can be used). This experimental program has existed for more than 20 years, it is taught in many schools in Moscow and Russia, its feasibility and success have been proven in practice

The theoretical basis of the course in this complex has been significantly expanded. The authors proceed from the fact that the basis of true literacy can only be a good assimilation of the language system, and not the learning of isolated spelling rules. Based on the position that the leading principle of Russian orthography is the phonemic principle, the authors of the textbook, already in the 5th grade, when studying phonetics, introduce the concept of the phoneme, its strong and weak positions. This allows you to develop such a valuable skill as the ability to see the place where an error may be made (weak position of the phoneme). It has been experimentally proven that students’ literacy increases significantly. The material is distributed linearly, all tasks are required. The textbook is written in an entertaining manner. Since 1958, the system of D. B. Elkonin and V. V. Davydov has been developed, a feature of which is a variety of discussion forms of work: knowledge is not given in the form of ready-made rules and schemes, but is derived in the process of joint activity of the teacher and students. The Russian language course is provided with the following textbook: Repkin V.V. Russian language. Tutorial. Experimental program of developmental education (system of D. B. Elkonin - D. B. Davydov). Tomsk, 1999. There are other Russian language textbooks, some of which are listed in the list of references.

Elective (f) courses can be used in grades 7-9 of a basic school as part of pre-professional preparation and influence the choice of a specialized area of ​​study in high school.

In high school, elective (optional) courses in the Russian language can be in demand in classes of any profile: courses that provide mastery of practical oral and written skills. speech (for example, “Russian spelling: spelling and punctuation”, “The art of oral and written speech”, “Dialogue of cultures”, “Rhetoric”, “Business communication practice”). In philological classes - programs to improve linguistic competence of students based on expanding theoretical knowledge throughout the course; programs that deepened the main aspect of the rya course, offering the integration of subjects of the philological (/humanitarian) cycle.

Types of electives (electives) in the Russian language: - advanced. the most important practical skills based on deepening knowledge and organizing active communicative activities in the classroom. - for extension and deepening one of the sections of the basic academic subject “Russian language”. - electives (f), integration. subjects of the philological cycle (rya and literature)

17.Planning work on the Russian language at school, types of teacher work plans. Methodology for constructing a system of lessons on one topic. Principles of continuity and perspective in building a lesson system.

Planning work in the educational process is necessary, firstly, to organize uniform work, and secondly, to see the future in the study of the subject. Depending on the units of the educational process, three types of curricula are distinguished: calendar, thematic and lesson plan. Calendar plan. This type of plan is a list of program topics distributed over the weeks of a given 1 See: Molchanova E.E. Computer support for studying punctuation in sentences with addresses // Rus. language At school. - 1998. - No. 3. - P. 24-27. 2 See: Ladyzhenskaya T.A. Scenarios of computer tasks on speech etiquette // Rus. language at school.-1992.-No. 3-6; 1993. -No. 1-2. 95 academic year. Thus, the teacher receives a guiding star, leading him to the uniform implementation of the goals formulated for a particular class. When drawing up a calendar plan, the following factors must be taken into account: school holidays; number of weekly hours in a given class; features of the calendar of a given year (in some years there may be more school days, in others - fewer due to the coincidence or mismatch of holidays with weekends); the presence of special hours for the development of coherent speech, which in the program are given separately at the end of the course of each class. To take into account the last factor, it is necessary to calculate how many hours of development of coherent speech are devoted to each of the grammatical and spelling topics, since speech development lessons are conducted in parallel with them. For uniformity in the work on the development of coherent speech, it is advisable to distribute the hours on it proportionally. Let us demonstrate this procedure using the example of class V. In total, 204 hours are allocated for the Russian language in this class; of which, 34 hours are for the development of coherent speech. Let us calculate the time allotted for grammar and spelling: 204 hours - 34 hours = 170 hours. Therefore, for one lesson of grammar and spelling there are 0.2 hours (34 hours: 204 hours) for development coherent speech. Now, when drawing up a calendar plan, we multiply this 0.2 hour by the number of hours allocated to each grammatical-spelling or grammatical-punctuation topic, and we obtain the number of hours that are advisable to use for the development of coherent speech when studying language and spelling material.

Thematic plan. Each program topic as a whole is allotted a certain amount of time; This time must be distributed among specific issues of this topic. In this case, it is necessary to take into account the presence of topics related to the formation of skills and abilities, which need to be allocated at least two lessons. Thus, a particular question about the gender of indeclinable nouns includes information about the literary norm - the agreement of adjectives and verbs in the past tense with them. Therefore, it is advisable to devote not one, but at least two lessons to studying the gender of indeclinable nouns. The study of a particular program topic is accompanied by writing a test and working on mistakes made by students, therefore, in the thematic plan (i.e., in terms of work on a particular topic), hours should be allocated for the test and its analysis . In addition, the thematic plan must include hours for the development of students’ coherent speech. We give an example of a thematic plan on the topic “Numerals” (grade VI). 12 hours are allotted for it. In proportion to this amount of time, 2 hours are added for the development of coherent speech. Out of 12 hours, it is necessary to allocate two lessons for the test work and its analysis. The topic contains spelling material, the study of which is advisable to devote two lessons to

Lesson plan. This type of plan is drawn up for each lesson or the previously used one is refined. It serves as a guide for the teacher to organize the activities of both his own and his students. The lesson plan reflects the type of lesson (see below), but in all cases it should contain the following elements: topic, goals, repetition elements, teaching aids, teacher sequence, lesson outcomes, homework. The topic of the lesson is the formulation of either the program or a paragraph of the textbook. The topic of the lesson can be one or another specially developed skill, as well as a test, its analysis (work on mistakes). The objectives of the lesson are related to the topic and didactic material used by the teacher. If new material is being studied, specific cognitive goals are formulated. For example, when studying the topic “Impersonal Verbs,” the following cognitive goal is set: familiarization with the meaning and forms of impersonal verbs. Knowledge serves as the basis for the development of skills, therefore practical goals are formulated. So, in the case under consideration, the specific practical goal will be the following: developing the ability to recognize impersonal verbs and indicate the forms in which they are used. The didactic material used by the teacher determines the general subject goals. It provides the teacher with the opportunity to formulate one of them: either the education of students, or the development of their logical thinking, or the formation in children of the ability to independently replenish their knowledge of the Russian language. Repetition of what has been learned is the most important element of the lesson. Two groups of studied material are repeated: related to the new topic and spelled. Related material is the background for studying a new topic. It serves as an associative basis, ensuring better assimilation of what is being studied. Related material is repeated in class either before introducing a new topic or during the exercises. Spelling material, if it is not related to a new topic, is included for repetition mainly when doing exercises. For him, the teacher selects the most difficult spellings and difficult cases in the application of the corresponding spelling or punctuation rules.

Continuity is taking into account the knowledge acquired by students in previous grades when learning new material. Perspective is the inclusion in the material being studied of information - related or non-related, with which students will become acquainted much later.

The need to maintain continuity is especially acute at the junction of courses, as well as between academic years. In the modern Russian language program, these junctions are indicated by special sections of repetition of what has been covered, and in textbooks by special paragraphs. So in the 6th grade textbook, under the topic “Text and its main features” there is a subtopic “Repeating what we have learned.”

The essence of continuity between previously learned material and new material is the establishment of associative connections between the familiar and the unfamiliar, which creates conditions for a better understanding of the new, introducing it into a system already established in the student’s head or, conversely, changing this system.

Taking into account students’ previous knowledge is an indispensable condition that must be implemented in the educational process. The forms of organizing this work are varied. First of all, children should be convinced that the knowledge they previously acquired is necessary and without it new things cannot be learned. Previously, students, on the instructions of the teacher, repeat what they have learned. In the lesson, this material serves as the background for studying a new linguistic and spelling phenomenon.

The use of material that will be studied later in the fabric of the next lesson is possible only in a strong class and if the material being studied has organic connections with the topic of the lesson. For example, when studying the categories of adjectives, it is possible to give children the concept of participles, which denote a characteristic by action.

18. Control over the assimilation of knowledge and the formation of skills as the most important stage of the educational process. Methods of accounting and control in the general system of methods of teaching the Russian language.

Knowledge quality control is usually called monitoring the process of acquiring knowledge, skills and abilities. At its core, control ensures the correction of incorrectly learned information, creates feedback between teacher and student, contributes to the establishment of discipline, and, ultimately, to a more complete, strong and correct consolidation of educational material in memory. Main types of control: preliminary (the initial level of knowledge is identified in order to determine the possibility for a student to begin mastering the next stage of training, for example, entrance exams to a university), current (during the learning process), periodic (covers certain periods, for example, a session), thematic (at the end of studying the topic), final (at the end of training or a stage of training), delayed (some time after completion of training, for example, a unified federal exam).

Control by form can be individual (individual task - exam paper), group (defense of laboratory work completed by a group) and frontal (collective solution of a problem at the same pace - seminar discussion).

The following are distinguished: control methods: oral, written, practical, machine and self-control.

Various forms and methods of control are implemented through the verification mechanism. Examination– a system of actions and operations for monitoring the acquisition of knowledge, skills and abilities, providing recommendations for the teacher on how to most fully and objectively monitor the results of the educational process in a given situation.

The results of testing students’ educational and cognitive activities are expressed in two categories: assessment and mark . The assessment is the result of determining the degree of mastery of the material, i.e. learned or did not learn (pass or fail). It shows a fairly approximate estimate, i.e. it is impossible to determine the level of knowledge; it can only be stated that the student has mastered a certain barrier to moving to the next stage of education. The mark is a point-based, quantitative expression of the level of information assimilation by the student. Traditionally (since 1935) in Russia there is a five-point marking scale, digital at school, and verbal at university. However, as long as it has existed, it has been criticized for the fact that it does not allow an objective assessment of students’ knowledge, in fact it is a three-point score, because one and two are not final grades; in addition, the same grade implies a fairly large dispersion in the level of knowledge: five in a math class and a special development class are completely different indicators. It can be difficult for teachers to assess the individual nature of student success, and they create a so-called “surrogate” scale in which “5–” does not equal “4+.”

In accordance with the content of teaching the Russian language at school, control methods are divided into two groups: 1) methods of control over knowledge acquisition; 2) methods of monitoring the development of skills and abilities.

Knowledge in the total amount of information studied in Russian language lessons is considered primarily as the basis for the conscious formation of relevant skills and abilities. Without knowledge of concepts, norms, and linguistic facts, it is impossible to learn to speak and write correctly in your native language. Consequently, during the learning process, the teacher must conduct regular, targeted monitoring of their assimilation.

When organizing a knowledge test, it is necessary to take into account how and to what extent a particular concept is studied at school: by formulating rules (definitions) or by directly applying the term to the corresponding linguistic fact; by indicating the main features of a concept (descriptively) or by dividing the varieties of a linguistic unit. For example, according to the fifth grade program, schoolchildren study the section “Phonics and Graphics” and learn about the classification of sounds of the Russian language according to various bases: vowels and consonants, hard and soft, voiced and voiceless. How to formulate a question to test students' knowledge of this material? Possible options for the question are: What are the sounds of speech? What are speech sounds? What speech sounds do you know? But only the third question is legitimate, since the student will not be able to answer all the others: the definition of the sound of speech is not given in school, the concept is formed through the direct attachment of the term to the facts of the language.

Understanding of theoretical material is tested as students reproduce it by completing practical assignments. For this purpose, a coherent message from the student (orally and in writing), student answers to questions, and a selection of examples are used. Using the first two methods, knowledge is tested on the basis of students' reproduction of the formulations and definitions of the textbook or on the basis of dissecting these formulations: identifying the necessary features of a concept, comparing it with others, etc.

Using the selection of examples, understanding of theoretical material is checked indirectly - by testing students' skills, selecting and analyzing examples.

Student's story. The student’s story (message) as a method of monitoring knowledge is used to check the completed part of the topic (declension of nouns, verb tenses, one-part sentences) or independent topics of the course (phrases, adjectives as part of speech) (5).

To teach schoolchildren to talk about studied concepts and linguistic facts, the textbook uses such types of tasks as drawing up a plan for a story about a particular phenomenon; presentation of a ready-made plan for preparing the assignment; selection of examples for the points of the plan given in the textbook. Thus, in one of the school textbooks for grade V, the following task is given: “Tell about the adjective as a part of speech according to plan. What style would you classify your statement about the adjective as a part of speech?” Consequently, schoolchildren must be prepared to complete test tasks of this type: they must know how a story is constructed, which reveals the main features of the concept being studied.

Answers on questions. Answering questions is practiced at all stages of studying theoretical material. Questions can be composed in such a way that the student is guided in his answer by reproducing the wording of definitions and rules given in the textbook: what is called a pronoun? What are the main features of a phrase? What needs to be done to correctly determine the case of a noun? These are questions to students' memory, checking how they remember the studied facts, phenomena, rules, etc. If it is necessary to find out how a student has comprehended a particular definition or rule, questions are formulated that will further activate his mental activity. These are questions-problems, as defined by N.S. Pozdnyakov. (See: Methodology of the Russian language. - M., 1948.)

Organizational forms of testing students' knowledge. Students' knowledge is tested, as a rule, during a survey, which is carried out both during the study of the topic (current control) and after studying it (final control) (1). In school teaching practice, the most common are two forms of questioning: 1) frontal; 2) individual.

A frontal survey is carried out at the end of studying a topic or section of the Russian language school course. Its essence lies in testing the knowledge of a large number of students simultaneously. The frontal survey is organized as follows. The teacher formulates a series of questions for the whole class, then individual students answer the questions one by one. During the lesson, the same student may be asked several questions. As a result, the answer is assessed by a lesson score, which is derived taking into account the quality of all student answers received during the lesson. It follows from this that when organizing a frontal survey, the teacher must first of all plan the survey, identify 5-6 students who will be surveyed without fail. The rest also take part in the work and can be included in the list of respondents during the lesson. During the survey, the teacher keeps notes recording the level of student response, and based on these intermediate assessments, he derives a lesson score.

Individual questioning is the most effective form of testing students' knowledge. In an individual survey, the question (or task) is addressed to one student. Knowledge assessment is carried out immediately after the answer and analysis by students and the teacher. The mark is immediately recorded in the student's class journal and diary.

During an individual survey, the student gives a detailed, complete answer to a question of a theoretical nature. At this time, the rest perform special tasks related to understanding the answer of their comrades and its preliminary assessment: drawing up a plan for the student’s answer to the question; asking questions to the respondent; reviewing student responses; addition to answer; inclusion of students in the survey (requirement to correct an error during the answer, continue the answer, give examples to the theoretical part of the answer, etc.) (6). These and other tasks of a similar nature activate students, force them to be attentive to a friend’s answer, cultivate a desire to take part in the discussion of the question posed by the teacher, etc. Thus, individual questioning should be carried out under the control and with the active participation of all students.

One of the possible options for an individual survey is a survey with preliminary preparation, during which the student makes the necessary notes on the blackboard for the answer (examples, answer plan, etc.). The board should have hinged doors so that students cannot see what the person answering is writing down. While the student is preparing to answer, the class does another task.

When the student has prepared for the answer and made all the necessary notes, the class gets involved in the work: checks the correctness of the examples, asks questions, points out mistakes and shortcomings. In this case, it is important to avoid template work methods. To do this, it is necessary to pose questions to students that activate their thinking. For example: look at what is written on the board and determine what task your friend was given; listen to the answer and be prepared to give feedback on it; formulate questions to the respondent so that he understands his shortcomings (mistakes); listen to the answer and note all speech defects, if any; listen to the answer and evaluate the quality of the examples used to prove the theoretical propositions.

When conducting an individual survey, it is necessary to correctly evaluate the student’s answer in accordance with the approved standards (standards for assessing students’ knowledge, as a rule, are given in Russian language programs).

The student’s oral response is considered as a reasoning (expanded to one degree or another), in which the thesis (what is being proven) and evidence are highlighted: a) an example, b) its explanation (5). If a student has been given the task of answering the question of which one-part sentences are called impersonal, he must first of all express a certain position, a thesis. In this case, this is the definition of one-part sentences, reproduced from the text of the textbook: “Impersonal sentences are one-part sentences with a predicate, in which there is not and cannot be a subject.” This position is proven by example and its explanation. Consequently, the student continues the answer as follows: “For example, it has already become completely dark. This sentence is impersonal, since with the predicate it has become dark there is not and cannot be a subject (one cannot assume that something has become dark or someone has gotten dark).”

A currently widespread form of control that provides immediate indicators of student performance is a test. With the help of tests, you can check the studied topic, its fragment, final knowledge, abilities and skills. But, according to a number of methodologists, one should not get too carried away with tests. They should not exclude traditional forms of control. Tests are just one form of testing, during which a teacher can quickly obtain data on the level of knowledge and the maturity of certain skills, but at the same time, this data will not always and not in all cases be objective and prolonged.

38. Optional classes in the Russian language.

In elective classes, children learn material in the process of repeating what they have learned previously.

The importance of extracurricular activities. As shown in the chapter on the content of education, the curricula of secondary schools include elective classes in subjects that are studied at the choice of the students themselves. Optional classes as a form of education were introduced in the late 60s - early 70s, when one of the next restructurings of the content of school education was carried out. They got their name from the Latin word facultatis, which means possible, optional, available to choose from.

Consequently, elective classes are conducted on a voluntary basis and at the choice of the students themselves in parallel with the study of compulsory subjects.

With the help of elective classes, the school is called upon to solve the following tasks: a) satisfy requests for a more in-depth study of individual subjects that interest students, b) develop educational and cognitive interests, creative abilities and talents of students. This is their important pedagogical significance.

Content and organization of elective classes. As already noted, elective classes are conducted in parallel with the study of compulsory academic subjects in order to deepen and enrich students’ knowledge and develop their creative abilities and talents. This affects their content. It may include a more in-depth study of individual topics or sections of the curriculum in any subject, as well as contain new topics and problems that go beyond the scope of the program. To do this, to help the teacher, special programs are drawn up and teaching aids are created in optional subjects.

As for the organization of extracurricular activities, they can be conducted in the form of regular lessons, excursions, seminars, discussions, etc. Unfortunately, in schools they are often used not to deepen the knowledge and develop the abilities of students, but to overcome their lag in mastering program material, which naturally distorts their meaning and didactic purpose.

Forms of extracurricular educational work???

a) The concept of forms of extracurricular work. Classroom lessons, as already noted, are usually conducted with a constant composition of students, according to a predetermined schedule and are mandatory. But, along with compulsory classes, outside the school day, schools and other educational institutions use various forms of educational work, which are voluntary for students and are designed to satisfy their various cognitive and creative needs. These forms of voluntary learning activities are called extracurricular or extracurricular activities. The concept of extracurricular indicates that these classes do not require a full class, that students of different classes can participate in them at their own request, and that they are held outside the schedule of compulsory classes. In this sense, forms of extracurricular educational work include: subject clubs, scientific societies, olympiads, competitions, etc.

b) Subject clubs and scientific societies. If academic work at school is done well, then in classes in each subject there are students who strive to expand and enrich their knowledge, to engage in technical creativity, to carry out experimental work in biology, etc. This necessitates the organization of the work of subject clubs and scientific societies for schoolchildren. Circles are created on a voluntary basis separately from students of parallel classes or, if there are no parallel classes, from students U-U1, VII-VIII, etc. classes. The work of the clubs is led by subject teachers.

The content of circle classes includes: a more in-depth study of individual curriculum issues that arouse the interest of students; familiarization with the life and creative work of outstanding scientists, writers and other figures of science and culture, with the latest achievements of science and technology; holding evenings dedicated to individual scientists or scientific discoveries; organizing technical modeling and experimental work in biology, organizing meetings with researchers, etc.

Recently, the creation of scientific societies for schoolchildren has become widespread, which unite and coordinate the work of clubs, hold public events dedicated to science and technology, and organize competitions and olympiads in various fields of knowledge. Unfortunately, in many schools the long-standing tradition has been lost, when each teacher considered it an honor and duty to conduct club and other extracurricular activities in his subject. Many teachers no longer do this kind of work.

c) Olympiads, competitions, exhibitions of student technical creativity. To stimulate educational and cognitive activity of students and develop their creative competitiveness in the study of mathematics, physics, chemistry, Russian language and literature, foreign languages, as well as in technical modeling, Olympiads, competitions, and exhibitions of children's technical equipment are organized in schools, districts, regions and republics. creativity. These forms of extracurricular work are planned in advance, the best schoolchildren are selected to participate in them, which gives a great impetus to the development of their abilities and inclinations in various fields of knowledge. At the same time, they make it possible to judge the creative nature of teachers’ work, their ability to search for and develop talents.

38. Optional classes in the Russian language.

In elective classes, children learn material in the process of repeating what they have learned previously.

The importance of extracurricular activities. As shown in the chapter on the content of education, the curricula of secondary schools include elective classes in subjects that are studied at the choice of the students themselves. Optional classes as a form of education were introduced in the late 60s - early 70s, when one of the next restructurings of the content of school education was carried out. They got their name from the Latin word facultatis, which means possible, optional, available to choose from.

Consequently, elective classes are conducted on a voluntary basis and at the choice of the students themselves in parallel with the study of compulsory subjects.

With the help of elective classes, the school is called upon to solve the following tasks: a) satisfy requests for a more in-depth study of individual subjects that interest students, b) develop educational and cognitive interests, creative abilities and talents of students. This is their important pedagogical significance.

Content and organization of elective classes. As already noted, elective classes are conducted in parallel with the study of compulsory academic subjects in order to deepen and enrich students’ knowledge and develop their creative abilities and talents. This affects their content. It may include a more in-depth study of individual topics or sections of the curriculum in any subject, as well as contain new topics and problems that go beyond the scope of the program. To do this, to help the teacher, special programs are drawn up and teaching aids are created in optional subjects.

As for the organization of extracurricular activities, they can be conducted in the form of regular lessons, excursions, seminars, discussions, etc. Unfortunately, in schools they are often used not to deepen the knowledge and develop the abilities of students, but to overcome their lag in mastering program material, which naturally distorts their meaning and didactic purpose.

Forms of extracurricular educational work???

a) The concept of forms of extracurricular work. Classroom lessons, as already noted, are usually conducted with a constant composition of students, according to a predetermined schedule and are mandatory. But, along with compulsory classes, outside the school day, schools and other educational institutions use various forms of educational work, which are voluntary for students and are designed to satisfy their various cognitive and creative needs. These forms of voluntary learning activities are called extracurricular or extracurricular activities. The concept of extracurricular indicates that these classes do not require a full class, that students of different classes can participate in them at their own request, and that they are held outside the schedule of compulsory classes. In this sense, forms of extracurricular educational work include: subject clubs, scientific societies, olympiads, competitions, etc.

b) Subject clubs and scientific societies. If academic work at school is done well, then in classes in each subject there are students who strive to expand and enrich their knowledge, to engage in technical creativity, to carry out experimental work in biology, etc. This necessitates the organization of the work of subject clubs and scientific societies for schoolchildren. Circles are created on a voluntary basis separately from students of parallel classes or, if there are no parallel classes, from students U-U1, VII-VIII, etc. classes. The work of the clubs is led by subject teachers.

The content of circle classes includes: a more in-depth study of individual curriculum issues that arouse the interest of students; familiarization with the life and creative work of outstanding scientists, writers and other figures of science and culture, with the latest achievements of science and technology; holding evenings dedicated to individual scientists or scientific discoveries; organizing technical modeling and experimental work in biology, organizing meetings with researchers, etc.

Recently, the creation of scientific societies for schoolchildren has become widespread, which unite and coordinate the work of clubs, hold public events dedicated to science and technology, and organize competitions and olympiads in various fields of knowledge. Unfortunately, in many schools the long-standing tradition has been lost, when each teacher considered it an honor and duty to conduct club and other extracurricular activities in his subject. Many teachers no longer do this kind of work.

c) Olympiads, competitions, exhibitions of student technical creativity. To stimulate educational and cognitive activity of students and develop their creative competitiveness in the study of mathematics, physics, chemistry, Russian language and literature, foreign languages, as well as in technical modeling, Olympiads, competitions, and exhibitions of children's technical equipment are organized in schools, districts, regions and republics. creativity. These forms of extracurricular work are planned in advance, the best schoolchildren are selected to participate in them, which gives a great impetus to the development of their abilities and inclinations in various fields of knowledge. At the same time, they make it possible to judge the creative nature of teachers’ work, their ability to search for and develop talents.