Case endings of nouns. Unstressed case endings. Topic: Spelling of case unstressed endings of nouns

Spelling case endings of nouns

The spelling of the endings of nouns depends on what type of declension they belong to. Errors in choosing endings -e or - And usually appear not in all case forms, but only in the forms of three cases: genitive, dative and prepositional.

Nouns I declination(country, land, alley) in genitive forms have the ending -s(s), and in the dative and prepositional forms -e:

Genus. n. (who? what?) countries earth alleys

Dat. n. (to whom? what?) country earth alley

Suggestion n. (about whom? about what?) (about) country (about) land (about) alley

Nouns of the 2nd declension in the form of the prepositional case they have an ending -e: (in) the house, (on) the horse, (on) the window, (about) the heat, (in) the frost. There are usually no mistakes made here.

Nouns of III declension(steppe, night, quiet) in the forms of the genitive, dative and prepositional cases have the ending -And:

Genus. n. (who? what?) steppes nights silence

Dat. n. (to whom? what?) steppes nights silence

Suggestion p. (about whom? about what?) (about) steppe (about) night (in) silence

Recommendation. To check the spelling of an unstressed ending in a noun, it is enough to remember the keyword with a stressed ending in the same form (according to morphological principle Russian spelling). For the first declension this could be the word Earth, for II - window, for III - steppe.

Indeclinable nouns

Word path, as well as ten nouns in -me (banner, flame, tribe, stirrup, etc.) are indeclinable and in the forms of the genitive, dative and prepositional cases they have the ending -And:

Genus. n. (who? what?) pathbannerflame

Dat. n. (to whom? what?) paths of the banner of the flame

Suggestion p. (about whom? about what?) (in) the way (on) the banner (in) the tribe

Case forms of nouns in -i, -i, -i

1. Nouns with a mixed masculine and neuter stem -th And -ies in the feminine prepositional case on -and I in the dative and prepositional cases the singular has an unstressed ending -And(but not -e By general rule), For example:
genius - about genius, sodium - about sodium, radium - about radium, Vasily - about Vasily, Yuri - about Yuri;
separation - in the department, return - upon return, assistance - with assistance;
army - to the army, about the army, line - along the line, on the line, station - to the station, at the station; Bulgaria – in Bulgaria, in Bulgaria; Maria - to Maria, about Maria.

Note. If there are options for -ies And -ye, -and I And -ya the indicated case forms have different endings. Nouns on –ya And -ye are declined according to the general rule and have an ending in the dative and prepositional cases -e:
about skill - about skill, in flowering - in flowering, about verbosity - about verbosity, about Natalia - about Natalya, to Maria - to Marya.

2. Few nouns in -ii, -ii with a monosyllabic base have the ending in the indicated cases in an unstressed position as a general rule -e: serpent - about the serpent, ky - about kiy, Kiy (the legendary founder of Kyiv) - about Kiy, chiy (plant) - about chiy, "Viy" - in "Bue", Pius - about Pius, under Pope Pius; Biya (river) - along Biya, on Biya; Iya, Liya, Viya ( female names) – to Ie, about Leah, about Bie; Gia ( male name) – to Gia, about Gia. (§ 40 Code of Regulations 1956)

3. Few nouns have - no, -and I, with an accent on the ending, the indicated case forms end in - And on either - e, eg: judge - to the judge, about the judge, litia - in litia-, litany - in litany, being - about being, life - about life, in life, but: edge - on the edge, about the edge, Aliya, Zulfiya (personal names) - about Aliya, to Zulfiya.

Vowels in some unstressed case endings

Nouns with suffix -searching-, if they are masculine or neuter, they end in them. pad. units hours on -e , For example: house, camel, fishing rod, swamp. If they are feminine, then they end in them. pad. units hours on -A , For example: cows, hands, dirt.

Masculine nouns with suffixes -yushk-, -yushk-, ishk-, yushk- , denoting animate objects, as well as all feminine nouns with the same suffixes end in them. pad. units hours on -A , For example: grandfather, father, boy, old man, little man, nightingale, nanny, little hand.

Masculine nouns denoting inanimate objects, as well as all neuter nouns, have them in them. pad. units h. after these suffixes the ending -O , For example: bread, little yard, feather, coat.

At the end of them. pad. units h. animate nouns masculine after suffixes -To- And -l- is written A , For example: reveler, started singing, was big, ate; colloquial ones are also written proper names type Gavrila, Kirila, Mikhaila(used along with Gabriel, Kirill, Mikhail).

The exception is Old Russian and Ukrainian names and surnames in -ko , For example: Mikhalko, Shevchenko, as well as ancient and regional proper names on -lo , For example: Yarilo, Mikhailo Lomonosov.

In the family pad. plural hours from nouns ending in singular. h. on unstruck -ya And -ye , written -th , and from nouns ending in -ya And -ye under stress, written -to her , For example: shalunya - naughty, gorge - gorge, But: bench - bench, gun - gun.

Declension of proper names

In surnames on -in (-yn) and on -ov(s) is written in the creative work. pad. units h. -th (according to the declension of adjectives), for example: Pavel Lisitsyn – Pavel Lisitsyn, Ivan Turgenev – Ivan Turgenev.

Note. In foreign surnames -in And -s is written in the creative work. pad. units h. -om (according to the declension of nouns), for example: Green - Green, Darwin - Darwin, Bülow - Bülow.

In titles settlements on -in (-yn), -ov (-ev), -ino (-yno), -ovo (-evo) is written in the creative work. pad. units h. -ohm , For example:

the city of Pskov - the city of Pskov
city of Lviv – city of Lviv
the city of Saratov - the city of Saratov
the city of Kanev - the city of Kanev
the city of Kalinin - the city of Kalinin
the city of Kirov - the city of Kirov
Maryino village - Maryino village
the village of Lisitsyno - the village of Lisitsyn
village Kryukovo - village Kryukovo

Which unstressed endings need to be checked, and which ones you just need to remember. You need to check the unstressed endings -е, -и in nouns of the genitive, dative, and prepositional case. You should remember unstressed endings in nouns in the instrumental case.

1st declension: -th reminder(s), village.

2nd declension: -th year, field.

To check the correct definition of the unstressed ending of a noun, you must determine the case. Then determine the declination. Next, we remember the ending of the noun of a certain declension in the required case.

Example:

In the summer the children swam in the lake.

The guys were swimming(where? in what?) In the lake, which means it is the prepositional case.

Lake(it, mine) is a neuter noun, has the ending -o, which means it belongs to the second declension. A noun of the second declension in the prepositional case ends in -e. So, let's write down:

The guys were swimming(where? in what?) PP 2nd class, -e) In the lake.

Another way to check the ending of a noun is to insert instead of a noun with an unstressed ending, substitute a noun of the same declension and in the same case, but with a stressed ending: the guys swam in the river, in the lake.

Now let's look at the spelling of unstressed endings of nouns in all cases.

The declension of a noun is determined by nominative case .

Genitive

A noun in the genitive case answers questions whom? what? (from where? where?). Prepositions used: from, to, from, without, at, for, about, with.

Endings:

1st declension: -i, -s.

2nd declension: -а, -я.

3rd declension: -i.

Example: The sheep has soft long wool. → Wool(who?) at the sheep- 1st declension.

Dative

A noun in the dative case answers questions to whom? what? (where? where?). Prepositions used: to, by.

Endings:

1st declension: -e.

2nd declension: -у, -у.

3rd declension: -i.

It plays the role of a secondary member in a sentence.

Example: The boy ran to the lake. → fled(where? to what?) to the lake- 2nd declension.

In the genitive case, nouns of the first declension have the ending -i, in the dative case - the ending -e.

Nouns of the third meaning in both cases have the ending -i.

Accusative

noun in accusative case answers the questions whom? What? (where? where?). Prepositions used: in, on, for, through, about.

Endings:

1st declension: -у, -у.

2nd declension: -а, -я.

Example: You can often find a heron in the swamps. → Meet(whom?) heron- 1st declension.

Nouns in the genitive and accusative cases can be distinguished by prepositions. In the first declension, the nouns in these cases differ in endings.

Instrumental case.

A noun in the instrumental case answers questions by whom? how? (where? where?). Prepositions used: with, behind, under, over, between.

1st declension: -оу(-и).

2nd declension: -om(-em).

3rd declension: -yu.

It plays the role of a secondary member in a sentence.

Example: Fish is caught with a fishing rod. → They catch(how?) fishing rod- 1st declension.

Prepositional

A noun in the prepositional case answers questions about whom? about what? (Where?). Prepositions used: o (about), in, on, with.

1st declension: -e.

2nd declension: -e.

3rd declension: -i.

It plays the role of a secondary member in a sentence.

Example: We talked about autumn. → They talked(about what?) about autumn- 3rd declension.

Topic: “Spelling unstressed case endings singular nouns"

Lesson objectives.

Educational:

consolidate the ability to recognize the signs of determining the case of nouns and spelling the case endings of nouns of the 1st, 2nd and 3rd declension, based on understanding, lead children to the automatic skill of spelling unstressed case endings of nouns.

Developmental :

activation cognitive activity through a problematic situation, development of attention, visual memory, logical thinking based on exercises, promote the development of independence, self-control and mutual control, practice spelling vigilance.

Educational :

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

UMK : « School of Russia"

Textbook: L.M.Zelenina, T.E.Khokhlova “Russian language”, part 1

Class : 4

Lesson type: generalization and systematization of ZUN on the topic “Spelling of unstressed case endings of nouns in singular».

Tasks :

- generalize students’ knowledge about the constant and inconstant features of a noun;

Strengthen the ability to determine gender, number, case of nouns;

Improve the ability to correctly write case endings of nouns of three declensions;

Develop thinking, attention, spelling vigilance, and speech of students;

Cultivate interest in the subject, communication skills, and culture of behavior.

Equipment: textbook "Russian language", , For individual work, signal cards, support cards.

Lesson organization form.

Traditional, combined

Teaching methods used in the lesson.

Productive: partially search method.

Reproductive: illustrative (presentation) method

verbal method.

Forms of educational work.

1.Fronal

2.In pairs

3.Individual

4. Differentiated.

Lesson Plan Timing

Organizing time………………………………………………………………. 2 minutes.

Updating knowledge……………………………………………………………… 5 min.

A minute of penmanship………………………………………………………………………………...5 min

Lesson topic message. Goal setting…………………………………………… 7 min

Work on the topic of the lesson……………………………………………………………………………….. 11 min.

Physical education lesson……………………………………………………………………… 2 min

Consolidation on the topic of the lesson……………………………………………………………… 10 min.

Lesson summary. Reflection…………………………………………………………… 2 min.

9.Homework………………………………………………………………………… 1 min.

Lesson flow Rationale

1. Organizational moment.

1). Greetings.

Teacher: The bell rang. Attention!

Check it out, buddy.

Are you ready to start the lesson?

Is everything in place, is everything in order:

Books, pen and notebook?

Have you checked? Sit down.

2). Emotional mood of students.

Teacher. Sit up straight, turn around,

And smile at each other

I am glad to see your faces and your eyes again. And I think that today’s lesson will bring us all the joy of communicating with each other. Good luck to you!

What would you like our lesson to be like today? What mood do you start it in? “Honk” me, please. (Children raise a card - “mood” in the form of a face)

Now let’s get ready for work - open our palms to new knowledge and say the magic phrase: I want to know a lot!

2. Updating basic knowledge.

I have been living in this world for a long time.

I give names to all items.

I am the most representative part of speech. Almost every second word in our speech is I. I am the most independent part of speech. Adjectives are already being formed from me. Primitive, getting to know nature, gave names to objects and phenomena, so I am the most ancient part of speech.

Guys, tell me, what is my name?

That's right guys, it's a noun!

What is a noun? (A noun is a part of speech that answers questions Who? What? and denotes an object)

Name the constant features of nouns. ( Gender, declension)

Name the inconstant features of nouns. (Number, case)

So today in class we Special attention Let's focus on which part of speech? (to a noun) But we’ll find out the topic of our lesson a little later.

How will we work to make the lesson successful?

(Children’s answers: together, amicably, help, listen to each other and the teacher, be attentive, etc.)

Guys, I suggest you work under the motto:

“Put your heart and soul into your work, slide 3

Cherish every second of your work."

I think we'll accomplish a lot interesting discoveries. Do you agree?

3. A minute of penmanship

Let's start with correcting our handwriting.

(Finger gymnastics)

Our fingers pressed tightly together.

What's happened? Interesting!

Apparently they felt cold.

We will cover them with a blanket.

(Children massage their hands.)

Open your notebooks, write down the number, great job. Before writing down the number, let's spell it out

Today in penmanship we will remember ways to connect letters O.

Write down the line with the letter, pay attention to the connection of the letters ORO

Read it.

One hundred and forty and one hundred and forty are two hundred and forty.

Is this statement true? (Children's answers)

Why didn’t you immediately guess what it was about and read it incorrectly? (Because without placing the emphasis it was not clear what the word “forty” means; words have different meaning, read differently, but written the same) Write this statement beautifully in your notebook.

4. Communicating the topic of the lesson and setting goals.

We have just seen that in the Russian language there are words that are so similar to each other that they can be confused. Some look the same in writing, but are read differently. Depending on the pronunciation, the meaning of the word and the entire statement changes. Others read the same, but are spelled differently. What are these words? (Words with an unstressed vowel)

Where can you find an unstressed vowel? (Fundamentally)

How will you proceed? ( choose a word in which the root is the same as in the one being tested, but the dangerous place has become safe)

Correctly, having recognized the letter in the test word, you need to write the same letter in the word being tested.

How can I check it at the end? Can we answer this question right away? Why? ( No, we don’t know the verification rule.)

Attention!

Let's bring up the topic of the lesson.

Today we will find cases in speech when not only whole words, but also parts of words are similar to each other. What parts of the word do you know? Which part of the word is mutable? And our work will be related to the spelling of unstressed endings of singular nouns

We will remember and summarize everything we know about the spelling of the endings of nouns.

Determine the purpose of our lesson. (Learn the rule for checking unstressed case endings of nouns.)

Let's use the method of action already familiar to us - I check the unstressed vowel with a stressed one - for solutions spelling task not only at the root, but also at the end. To do this, we must follow the algorithm:

Slide 6.-8

Conclusion: The test for the unstressed ending of a noun will be a word of the same declension, in the same case as the one being tested, but with a stressed ending.

How do we proceed to solve the spelling problem at the end of nouns? And magic words will help us with this. What do assistants mean and why are they magical?

3.Working with the textbook: Let's compare the acquired knowledge with the rule in the textbook. ( Children read the rule and compare their conclusions with it).

5. Work on the topic of the lesson Consolidating knowledge about declensions and cases.

5.1. Practicing the ability to determine the declension of nouns.

Slide 9

What endings do nouns have in the 1st, 2nd, 3rd declensions?

1 cl. - f.r. and m.r. - -and I

2 cl. – m.r. – zero, s.r. - -o, -e

3 cl. – f.r. –zero.

Determine the declension of nouns (signal cards).

Fox, uncle – 1 cl.

Tree, cat -2 sk.

Horse, rye -3 class.

Name the case questions of nouns (in unison).

Slide 10

Decline the word in chorus fox . (Checking is carried out in the process using slides) -

Slide No. 11

Arrange the words in columns according to declination

Road team notebook

Library area distance

Crow passenger mouse

5.2. Practicing the ability to decline nouns by case.

Decline one noun from each column

Name the nouns that you wrote in 1 column (1 declension). To the second column (2nd declension) to the third column (third declension)

Was it easy to determine which letter to write at the end of nouns? (children's guess)

Which words did not have any difficulty ending? Why In these words the ending is stressed, we clearly hear the sound.)

In which words did you have doubts about the spelling of endings? Why? The endings are unstressed, in place of an unstressed vowel sound when writing there is a danger of choosing the wrong letter)

6. Physical exercise.

Now guys, stand up, I’ll tell you nouns. If I name a noun of the 1st declension, you raise your hands up, the second - your arms to the sides, the third - clap your hands.

7. Consolidation of knowledge on the topic.

Practicing the ability to correctly write unstressed endings.

Guys, tell me the last one autumn month. (november)

This month, the last leaves fall from the trees and the first snowflakes swirl in the air. On these leaves and snowflakes are written the endings of nouns that scattered from strong wind. You need to find the lost ending and prove that it was this ending that was lost. (On the screen of phrases)

play on the playground...

on the edge of the village...

about my hometown...

near the edge...

beloved mother...

2) Work with cards

Card No. 1.

Find errors. Prove you're right.

I lay on the bed, thought about the writer, sat on the branches, old age pension, clothes for the fall, near the path, gave it to my mother, burned with the cold, sailed along the Volga.

Card No. 2.

Fill in the missing endings. Indicate the declension and case of the noun.

Lying on the bed.., thinking about the writer.., sitting on a branch.., pension for the elders.., clothes for autumn.., near the paths.., gave to mom.., burned by the cold.., sailed along the Volga.. .

Card number 3.

Highlight the endings of nouns. Indicate the declension and case of nouns.

I lay on the bed, thought about the writer, sat on a branch, old age pension, clothes for autumn, near the path, gave it to my mother, burned with cold, sailed along the Volga.

(Students take turns naming endings and determining case)

What words do we call support words?

-Nouns of the same declension with stressed endings: fox, steppe, etc.

Check your spelling using key words.

Working with the textbook p. 108 ex. 81

8. Lesson summary. Reflection. Grading.

- Guys, what topic of the lesson did we work on today, what did we repeat?

Who isn't afraid of unstressed vowels in case endings of nouns?

Who learned to solve a spelling problem in unstressed case endings of nouns?

How will you act if the noun has an unstressed ending? How to recognize the letters in the unstressed case endings of nouns?

- Who feels confident? Who else needs support cards?

And today I want to give the following marks in class...

Guys, you have smiley faces on your tables. I will ask everyone to do this kind of work. If you understood everything during the lesson, circle the top smiley face with a red pencil; if you understand, but need more help, then circle the middle smiley face with a blue pencil, but if you didn’t understand anything at all, then the bottom smiley face with a blue pencil.

9. HOMEWORK

Page 110 exercise 85

A clear start to the lesson disciplines children and gives them a psychological attitude towards academic work.

Getting the kids ready to work.

It is carried out to control the assimilation of the material covered.

A frontal survey allows you to identify the degree of assimilation of the material covered.

I develop fine motor skills of my fingers and prepare my hands for writing.

The use of penmanship in the classroom contributes to the aesthetic education of the student, the development of accuracy, concentration, and diligent performance of work. I differentiate this type work, since the small muscles of the arms are unequally developed.

I watch the landing when writing, I take care of the health of the children.

At this stage of the lesson, students themselves learn to set themselves the objectives of the lesson and formulate them correctly.

I continue to develop the ability to work independently

I determine the degree of mastery of the material

I relieve fatigue and develop attention.

I use forward learning.

Motivation for success.

Homework is given differently in terms of volume and degree of difficulty.

Spelling noun endings

To correctly write unstressed endings of nouns, in most cases (except for words ending in -Я, -ИЭ, -Ий) it is enough to determine which declension the word belongs to and see how words with stressed endings from the same declension are written in the same form.

When checking for the first declension it is convenient to use the words GRASS, EARTH, for the second - WINDOW, ELEPHANT, for the third - STEPPE, CHAIN. All endings in these words are stressed.

For example, we doubt what to write at the end of the phrase “BLOTS IN A NOTEBOOK_”. The word NOTEBOOK of the third declension. We substitute the test word “IN THE STEPPE”. Therefore, you need to write “BLOTS IN A NOTEBOOK”, with the letter I at the end.

For feminine nouns ending in -Ya, the ending -I is written in the genitive, dative and prepositional cases (ARMYA - from ARMY, to ARMY, about ARMY; NATALIA - from NATALIA, to NATALIA, about NATALIA), for masculine nouns on -ИИ and neuter gender in -И in the prepositional case the ending –И is written (SANATORIY – about SANATORIUM, CONSTELLATION – about CONSTELLATION).

IN ADDITION, PLEASE NOTE THE FOLLOWING RULES GUIDING THE WRITING OF SOME SPECIFIC NOUN FORMS:

1. After the suffixes -USHK-, -YUSHK-, -YSHK-, -ISHK- for feminine nouns and for animate masculine nouns, the ending –A is written, for example: ZIMUSHKA, STRASTISHKA, KUPCHISHCHKA, TRUSISHKA. In neuter nouns and inanimate nouns The masculine gender after these suffixes is written with the ending -O, for example: GORYUSHKO, GOLOSISHKO, MOLOCHISHKO, RUBLISHKO.

2. After the suffix -ISH- the ending -E is written for masculine and neuter nouns in the singular, and for feminine nouns - the ending - A. For example: GIANT, GORODISCH, SWAMP, LOG, BORED, SILISCH. In plural after the suffix -ISCH- the ending -I is written for masculine and feminine nouns, and the ending -A for neuter nouns. For example: FENCES, BOOTS, PALM, SWAMPS, WINDOWS.

3. The monosyllabic nouns VIY and KIY have the ending -E in the prepositional case.

4. In personal names and surnames eastern origin ending in -YL and having stress on the last syllable, the ending E is written in the dative and prepositional case: letter to Zulfiya, dream about Aliya (name - Zulfiya, Aliya).

Exercise

Have you heard behind the grove the voice of the night singer of love, the singer of your sadness? (A. Pushkin)

“Hey, shepherds, run here, beat me, beat me!” Shepherds with a club at the wolf, the wolf - from them. The shepherds run and marvel. The wolf is crazy, he runs and shouts: “Catch up!” (Chingiz Aitmatov, White Steamship)

I'm on again big roads _, poems_ free - citizen, again in a nomadic den_ I think alone. (P. Vyazemsky)

There is no pity for my deep melancholy. (E. Baratynsky).

In my memory there were no girlfriends of the old days. (E. Baratynsky)

He slowly climbed the stairs, slowly entered the room among the respectfully parted public, and, greeting his acquaintances, looked around the room questioningly. (I. Bunin)

“The servant of God Victor is engaged to the servant of God Natalie,” Father Vasily proclaimed even louder, almost singing, and, removing the rings from their hands and crossing them, he put his own on each. (Sergey Babayan, Gentlemen officers)

Happy is the one in whom the color of life is not destroyed by the cold. (I. Klyushnikov)

The earth still looks sad, but the air already breathes in spring, and the half-dead stem sways, and the spruce branches move. (F. Tyutchev)

“We can’t, dear sir, we’ll pick around little by little, collect pennies, maybe we’ll sew some money for the kids,” said Filat Nikitich. (F. Reshetnikov, Between People)

Temperament, curiosity, strength - everything in his powerful nature prevents him from settling in the lands he has discovered; he gives them to others, but he himself hurries on. (Daniil Granin, Zubr)

A golden cloud spent the night on the chest of a giant rock; In the morning she set off early, playing happily in the azure. (M. Lermontov).

Sof_ Ivanovna really wanted to go, and we decided to entrust our fate to the nervous coachman. (N. Teffi, Mountains)

Vasily Dimitrievich was married to Vitovt's daughter Sophie: throughout his reign he had to respect family relationships and at the same time was on guard against his father-in-law's attempts. (N. Kostomarov, Russian history in the biographies of its main figures)

Whether you are in stormy poetry, sometimes gloomy, sometimes bright. (F. Tyutchev).

In this excitement, in this radiance, all as if in a dream, I stand lost; Oh, how willingly I would drown my entire soul in their charm. (F. Tyutchev).

And the wine farmer Mamontov was selling the same rotten stuff as it was ten years ago, under Vasily Aleksandrovich Kokorev. (N. Leskov, Life of a Woman)

I'm tired of girls, alone in the room, sewing patterns in silver. (K. Aksakov)

In the house and in the neighborhood, everything, from the yard girls to the yard dogs, ran away when they saw him (N. Gogol)

Fires, rumpled bushes, black, still smoking ruins flashed by. (Yu. Dombrovsky, The Monkey Comes for His Skull)

And the tired traveler grumbled at God: he was thirsty and hungry, wandering in the desert for three days and three nights... (A. Pushkin).

Behind the church, across the passage, lay a concrete building, covered in glass and aluminum. (Yu. Druzhnikov, Visa the day before yesterday)

I noticed, braced myself, and then suddenly, to my misfortune (or perhaps fortunately!), out of the blue, a repairman galloped onto our little town. (F. Dostoevsky, Polzunkov)

Thoughtfully and in some kind of senseless reasoning about the strangeness of his situation, he began to pour the tea (N. Gogol).

In fact, it was Skvorushk_, a very young yellow-throated one: he didn’t even know that such caterpillars were not eaten, and was very proud of his prey. (Boris Zakhoder, Fairy Tales for People)

Russian language lesson in 4th grade on the topic

During the classes.

1. Organizational moment. /write down the number and great job.

Guys, I would like to start our lesson with a proverb:

“Every day of life adds a piece of wisdom.”

How do you understand it?

Children. We learn something new.

You know that our knowledge is wealth that we put in a chest, and when necessary, we take it out and use it. Today in class we will need this chest.

2 . Repetition of covered material.

Look at the blackboard. The words are written here.

In_gon, b_let, everywhere, freedom, wealth, landscape, p_trouble, k_strulya.

What are these words? (Vocabulary)

Find the extra word. Why did you make this choice? What do all the other words have in common? (These are nouns)

What have we learned about nouns? What part of speech is this?

Just a minute of penmanship we will have an unusual event today . I suggest you solve the test and write down the correct answer option beautifully. And then we'll check everything.

Test: /on pieces of paper/

1.) Initial form a noun is a word:

2.) Nouns change according to:

b) numbers.

3.) Decline the noun...

a) change it by case

b) change by numbers

4.) In Russian there is:

a) three types of declension

b) two types of declination

5.) The first declension includes nouns

Let's check...

What else can you say about a noun?

(Constant signs - gender (m., f., middle gender, common gender, indeclinable nouns), cases, what it appears in a sentence, etc.)

Vocabulary work

I ask you to return to our words. Write them down in your notebook and mark the spellings.

Let's check...

4 . Updating knowledge.

Connect the cards so that you can make word combinations from them.

Sailing without daughter

Met at college

Go out into the river

Study with a cap

What word combinations did you come up with?

Name the missing letters, where are they located?

Determine the topic of our lesson. "Spelling unstressed case endings of nouns"

Remember the algorithm for determining the unstressed case ending.

1. Determine case.

2. Determine the declination.

3. We recall the ending or substitute a word with a stressed ending of the same type of declension and in the same case.

Write down the phrases, changing the endings of the nouns.

Determine their case and declension / post the table on the board/

Let's check...

5. Work according to the textbook.

Do the exercise. 241 yourself.

Examination.

Name the spellings at the roots of words.

Name nouns with unstressed endings. Explain its spelling.

Parse the word SPRECE according to its composition.

6. Physical education minute.

Stand up, everyone. I will name nouns. If the noun belongs to the 1st declension, clap your hands; if it belongs to the 2nd, put your hands up; if to the 3rd, clap your hands to the sides.

(Winter, frost, blizzard, blizzard, bullfinch, fur coat, drops)

Which word was the odd one out? Why? (Kapel – refers to spring theme, and all other words - to winter.)

7. Consolidation of the studied material.

Exercise for working in pairs.

Let's remember the rules for working in pairs. (Work together, listen to each other’s thoughts and not make noise)

Today we will correct mistakes, that is, we will work as proofreaders. (a person who works in a publishing house and corrects errors)

am And . To the top And And ? He hid about barely.

What errors did you find? (we check along the chain). Raise your hands if you agree with them.

What spelling are these errors?

(For spelling unstressed endings of nouns

Let's check...

Snow - ohm, -T.p.2 sk.

In the den - P.p., 1 cell.

At the top – P.p.1 slope.

In a fur coat - P.p.1 sk.

Near the spruce – R.p.3 sk.

8. Creative work.

Guys, I have prepared cards for you.

What's wrong with them?

Restore the text, insert appropriate nouns.

We work in pairs.

Who finished? Continue.

Emphasize unstressed case endings

(Two students read).

Which words have unstressed case endings? (snow, on a branch, on top).

Emphasize.

9. Checking homework.

10. Lesson summary.

11. Control and self-test of knowledge.

Now we’ll conduct an express survey to test your knowledge of spelling unstressed case endings.

Just three questions.

1. Indicate the error at the end.

A) on a rocking chair;

B) for the feeder;

2. Where was the case of the noun incorrectly determined?

A) about the house – P.p

B) without fear – V.p.

3. In which line do the nouns have the same endings?

A) from notebooks_, about carrots_, about birch trees_;

B) to my uncle_, on the bed_, by the road_.

Let's check:

12. Homework.

Test:

a) in the singular, in the nominative case

b) in the singular, in the accusative case

b) numbers.

a) change it by case

b) change by numbers

a) three types of declension

b) two types of declination

a) feminine c endings -A, -Z

b) feminine and masculine with endings –A, -Z.

Test:

1. The initial form of a noun is the word:

a) in the singular, in the nominative case

b) in the singular, in the accusative case

2. Nouns change according to:

b) numbers.

3. Decline the noun...

a) change it by case

b) change by numbers

4. In Russian there is:

a) three types of declension

b) two types of declination

5. The first declension includes nouns

a) feminine with endings -A, -Z

b) feminine and masculine with endings –A, -Z.

Test:

1. The initial form of a noun is the word:

a) in the singular, in the nominative case

b) in the singular, in the accusative case

2. Nouns change according to:

b) numbers.

3. Decline the noun...

a) change it by case

b) change by numbers

4. In Russian there is:

a) three types of declension

b) two types of declination

5. The first declension includes nouns

a) feminine with endings -A, -Z

b) feminine and masculine with endings –A, -Z.

Test:

1. The initial form of a noun is the word:

a) in the singular, in the nominative case

b) in the singular, in the accusative case

2. Nouns change according to:

b) numbers.

3. Decline the noun...

a) change it by case

b) change by numbers

4. In Russian there is:

a) three types of declension

b) two types of declination

5. The first declension includes nouns

a) feminine with endings -A, -Z

b) feminine and masculine with endings –A, -Z.

How beautiful winter forest! The trees are all silver. Everything around is covered with fluffy snow am . It's very quiet in the forest. A bear sleeps in a den And . To the top And A squirrel is hiding in a tall pine tree. And here is a hare in a white coat And ? He hid about barely.

How beautiful the winter forest is! The trees are all silver. Everything around is covered with fluffy snow am . It's very quiet in the forest. A bear sleeps in a den And . To the top And A squirrel is hiding in a tall pine tree. And here is a hare in a white coat And ? He hid about barely.

Creative work

Winter _________ is like ________.

Soft ________ covered __________ with fluffy __________.

Slender ___________ covered herself with soft ________.

The ________ stand mysteriously, wrapped in warm ________.

_______ is fussing about on the _________ pine trees.

How beautiful winter _________!

Creative work

Winter _________ is like ________.

Soft ________ covered __________ with fluffy __________.

Slender ___________ covered herself with soft ________.

The ________ stand mysteriously, wrapped in warm ________.

_______ is fussing about on the _________ pine trees.

How beautiful winter _________!

Creative work

Winter _________ is like ________.

Soft ________ covered __________ with fluffy __________.

Slender ___________ covered herself with soft ________.

The ________ stand mysteriously, wrapped in warm ________.

_______ is fussing about on the _________ pine trees.

How beautiful winter _________!

Creative work

Winter _________ is like ________.

Soft ________ covered __________ with fluffy __________.

Slender ___________ covered herself with soft ________.

The ________ stand mysteriously, wrapped in warm ________.

_______ is fussing about on the _________ pine trees.

How beautiful winter _________!

Creative work

Winter _________ is like ________.

Soft ________ covered __________ with fluffy __________.

Slender ___________ covered herself with soft ________.

The ________ stand mysteriously, wrapped in warm ________.

_______ is fussing about on the _________ pine trees.

How beautiful winter _________!

Creative work

Winter _________ is like ________.

Soft ________ covered __________ with fluffy __________.

Slender ___________ covered herself with soft ________.

The ________ stand mysteriously, wrapped in warm ________.

_______ is fussing about on the _________ pine trees.

How beautiful winter _________!