Punctuation marks in complex syntactic constructions. Complex syntactic construction: example sentences
Lesson topic: "Obsolete words: historicisms, archaisms."
OBJECTIVES: to show students that the native word always awakens thought, gives the joy of learning; show the place of obsolete words in the system of the modern Russian language; to learn to distinguish between archaisms and historicisms; develop the ability to draw analogies between modern and outdated words, the ability to work with dictionaries; focus on understanding the role of obsolete words in a literary text; to maintain interest in words emerging and emerging from the modern language system; to cultivate a love for antiquity, for the culture and life of the Russian people.
During the classes.
Organizational moment.
Uch: Language is both old and forever new!
And it's so beautiful -
In the vast sea - a sea of words -
Swim hourly. A. Shibaev
Communication of topics and goals.
Uch: Guys, you have learned a lot of folklore works: epics, legends. fairy tales. fables, where you have come across words that are or have already gone out of everyday use. Today we will talk about the place of these words in modern Russian.
Introduction to the topic.
Uch: Remember what the set of all words in a language is called?
D: The collection of all words in a language is called vocabulary. (Outline)
Uch: What 2 large layers can the vocabulary be divided into?
D: Active and passive.
Uch: What does the active stock of the language mean?
D: Active stock is the kind of words that we use in speech every day. This is the vocabulary of modern books, newspapers, magazines, movies, radio, TV programs. N: student, school, play, boy.
Uch: How can you distinguish between passive words?
D: These are new words that have recently appeared in the language. N: tolerance, computer, transformer. (Diagram)
D: And also words that have gone out or are going out of use, i.e. obsolete words.
Uch: And into which 2 groups the obsolete words are divided, you will remember, having watched the fable of IA Krylov "Fish Dance".
Show of the fable.
Uch: What are the obsolete words found in the text?
D: (named words are posted on the board)
Tsar Vyshed (retired)
Sovereign Naudia (wearing)
(rulers in other Russia) One (they)
Uch: Why are the words arranged in two columns?
D: Reads out, these are obsolete words. They denote objects that no longer exist. Means in 1 column of historicism.
Uch: Give a definition of historicism.
D: Historicals are out-of-date words that have gone out of use because those objects, things have disappeared. the phenomena that they designated. They cannot be replaced with words that are close in meaning. D
Uch: What can you say about the words in column 2?
D: These obsolete words can be replaced with modern ones (reads out), which means they are archaisms.
Uch: Give a definition of archaisms.
D: Archaisms are obsolete words; denote existing objects and phenomena. Replaced with modern words.
Anchoring.
Uch: I suggest you look at the "live" pictures and determine what obsolete words the guys show archaism or historicism? (Music)
PICTURES
Ouch: What is the outdated word you found?
1 .Barn -building for storing bread, now a granary, so this is A.
Uch: I will put the letter A above the word, which will mean archaism.
2 . Tribute - to submit the population or the tax levied by the winner on the vanquished, this is I.
Uch: What is this picture about?
3. Lanits- cheeks, this is A.
Uch: What kind of word did Ksyusha show?
4. Polushka - a small coin in denomination of half money or 1/4 kopeck, you could buy a kalach, this is I.
Uch: Who guessed this word?
Inch - the unit of length is equal, 2.54 cm, in Andersan's tale the growth of "Thumbelina", this word is now used when changing the diameter of the pipes, which means A.
Uch: What word are we going to mark here?
6 .Dishes-food, this is A.
7. Span -an old measure of length equal to the distance between the ends of the elongated decree. and thumb.
Uch: Well done. Open the book on page 64 and listen to an excerpt from A.S. Pushkin "About Tsar Saltan", find outdated words in it.
The girls are pouring an emerald
In the pantries and under a bushel;
Everyone on that island is rich
There are no izobes, there are wards everywhere.
Uch: What obsolete words did you find in a fairy tale?
D: U. sl. CHAMBERS are the premises where the tsars used to live, now they are museums, these are I.
D: The outdated word SPUD, and what it means I find it difficult to answer.
Uch: Where do you need to go if you do not know the meaning of a word?
D: In such cases, we refer to the dictionary.
Uch: Right. You see several kinds of dictionaries from the school library (list). Unfortunately, there is no dictionary of obsolete words among them, but an explanatory dictionary will come to our aid. Let's use it and find the desired word.
D: Words in the dictionary are arranged alphabetically. I am looking for the desired letter with which the word begins, it is highlighted in bold. Reads. S258.
Uch: Thanks to the dictionary, we found out the meaning of the word "spud", i.e. discreet place. Make sentences with this word.
I hid my savings under a bushel.
I hid my 2-grade diary under a bunk.
His letter to D.M. with New Year's wishes, I hid it under the cover for now.
Uch: Thank you. Let's take a trip into the history of Russian folk costume.
D: Your attention is invited to view Russian folk costumes that reflect the history and traditions, culture and customs of our ancestors.
The peculiarity of the women's suit is its smoothness, softness, fluidity of lines. Having put on a sundress, I want not to walk, but to slide, swim. It is no coincidence that earlier a woman was called a pea, a duck, a swan. This comparison with a bird was fixed in the name of the headdresses: a kokoshnik - from a chicken, a kichka - from a duck, a magpie with horns resembles a magpie's tail or just a ribbon embroidered with sewing, pearls, stones. Head the dress was obligatory, they hid their hair under it. It was considered a shame to a woman without a headdress, hence the expression - goofed.In finishing clothing was dominated by the red-color of the sun, fire; it was believed that he scared away evil spirits. White sleeves are wings that can take you to the distant kingdom. The sundress was sewn of cloth, Chinese cloth, motley, decorated with brocade, velvet, braid, velvet, and the bottom - with multi-colored ribbons.
Front You are the most ancient Russian folk costume. The main thing in it is the common folk skirt of the ponev, the hem of which, as a rule, was not sewn together. She kept herself on the gashnik-string, braid. This poneva was a kind of peasant woman's passport: it was possible to find out where her mistress was from, married or a widow, for what occasion she wore it, the skirt was adorned with rich ribbons, buttons, braid, velvet and even bells. This clothing was considered "woman's", the girls did not wear it .. With a ponytail they wore a shirt with slanting edges made of red red calico.Important part of the suit is an apron, without which no hostess began her day. He was also decorated. The richer the decoration, the more skillful the hostess.
Male the costume is not as varied as the female one. The basis is a shirt-shirt and ports (trousers). It was considered indecent if a sash was untied. “Why are you loose?” Is what they say about a person who does not know how to behave.Head hats (felted, verkhovka, straw, fur). From outerwear - underwear (light coat), armyak (caftan made of thick cloth). The clothes were decorated with embroidery or a woven pattern, beads, bugles, small coins, gold and silver threads, pearls, foil, lace, sewing.
The most common shoes were bast shoes with onuchi windings.
Uch: Thank you. Listen to Markov's poem "Come Back" and think about what are obsolete words in our speech for?
Come back
Come back dear Lanites,
Do not replace your cheeks!
And the eye that is open to the world,
Not the same as the eye! ..
Come back, bright day girls,
Before you I bow my head!
The whole list that could not fit
In my poems, come back! - I'm calling ..
I call. But maybe in vain
They, like a silenced melody,
Like the stars that have long gone out
Forever heating ground.
D: Sadness, longing, sadness.
Uch: Why does a poet yearn for words that have left the language?
D: Because many of them were beautiful, sounded solemn.
Uch: Why can't the word cheeks replace the words of Lanita?
D: It seems to me that not every cheek can be called lanits, but only very beautiful, ruddy ones. For example, women's cheeks.
Uch: How do you understand the line "And the eye is not the same as the eye"?
D: We all have eyes. The word eye is a common word. And the word ochi-means delightful, mysterious eyes.
D: Because they are very expressive, you want to admire them. He respects the past, adores it.
Uch: So, into which 2 groups are u. sl.?
D: Obsolete words are divided into archaisms and historicisms.
Uch: What is the difference between historicism and archaism?
D: Archaisms can be replaced with modern words, but historicism cannot.
Uch: Do you think it is necessary to return obsolete words to modern speech?
D: I think there is no need to do this, because speech will change, it will sound differently, people will have to retrain. We are used to the modern language ..
D: It would be interesting to bring some words back, then our speech will become more expressive, richer.
Ouch: Opinions are divided, but I think, of course, we should know the meaning of y. sl, they are beautiful, precise, laconic, they return us to the origins, to antiquity, to history, help to understand and feel the era that the author describes. And let the modern language be replenished with new words.
Uch: Today in the lesson were active ………………….
Uch: We will finish our lesson with the reflection "Everything is in your hands." (Using a slide-drawing of a palm)
Take the album sheet where your left hand... Each finger is some kind of position on which you need to express your opinion on our lesson, painting the fingers in the appropriate colors that are indicated on the board.
LARGE - the topic was important and interesting - red.
POINT - I learned a lot - in yellow.
MEDIUM - it was hard for me - green.
NAMELESS - I was comfortable blue.
LITTLE FINGER - not enough information - purple.
DICTIONARY OF ARCHISMS, HISTORISMS:
1. Barn / A ./ - a building for storing grain, flour, supplies, goods.
2. Dennitsa / I. / - morning dawn.
3. Armor / I ./ - protective equipment of a warrior, heavy equipment.
4. Inch / A. / - unit of measurement equal to 2 cm 54 mm.
5. Zavalinka / I./ - a low earthen embankment along the outer walls of the hut.
6. Castle / I./ - a palace or fortress of a feudal lord.
7. Zga/ I./- road
8. Zlato / A./ - a yellow precious metal.
9. Coach /AND. / - a large closed four-wheeled horse-drawn carriage on springs.
10. Kaftan / I./ - vintage men's long-brimmed outerwear.
11. Kokoshnik / I./ - an elegant female headdress with a decorated front part, with ribbons at the back.
12. Pilot / I. / - helmsman, helmsman.
13. Kochetok / I. /- rooster.
14. Lanity / A./- cheeks.
15. Lapti / I./ - peasant shoes woven from bast.
16. Eyes/A./– eyes.
17. Chambers / I./ - a large rich building, room.
18. Mace / I./ - steel arms.
19. Finger / A./- finger.
20. Poliki / I./– trim on the sleeve of the shirt of the girl's Russian folk costume.
21. Polushka / I ./ - a small coin in denomination of half money or ¼ kopeck, it was possible to buy a kalach with it.
22. Poneva / I./ (skirt) - this clothing was considered "woman's", a kind of peasant woman's passport, the hem of the skirt was not sewn, kept on a gashnik - braid, decorated with ribbons, braid, velvet.
23. Span / I./ - an ancient measure of length equal to the distance between the apart thumb and forefinger.
24. Scepter / I./ - an ornamented rod, the emblem of power, one of the monarch's regalia.
25. Soroka / I./ - an elegant female headdress with horns, reminiscent of a magpie's tail.
26. Spud / I./- a hidden place.
27. Sagittarius / I./ - in the Russian state 16 - 17 centuries. a soldier of a special standing army.
28. Box/AND./ -
29. Usta / A. /- lips.
30. Tsar / I./– autocratic sovereign, monarch.
31 ... Yastva / A./- food.
MOU "Novomichurinskaya average comprehensive school No. 2 "
Lesson topic
"Obsolete words: archaisms, historicisms"
Prepared
teacher primary grades
the first qualification category
Kirichenko Galina Pavlovna
V. Lesson summary.- Guys, we close the fabulous notebooks. Our lesson is coming to an end -
It's time for us to summarize. - What new have you learned in the lesson today? - What tasks aroused the greatest interest in you? - Use facial expressions (smile or frown) to show if you liked the lesson. - What did you like? - What surprised you? - What do you remember? And one more task
Goodbye to you from me: Vi. Homework.- Draw the country Vocabulary and write about it. It's time to say goodbye ...
It's time to close the book!
With her we learned many words
And a lot of stuff,
And if you remember them,
Our lesson was not wasted in vain.
Guys, thank you for the lesson.
Nicknames, friend,
Vocal bell.
Guys are waiting for a change
You have to play, jump.
Extracurricular Reading Lesson
Theme: Obsolete words
Objectives: to show students the place of obsolete words in the system of the modern Russian language; to form a holistic view of the system using the example of the language model; derive the definition of historicisms and archaisms, teach children to distinguish between these groups of words; develop the ability to draw analogies between modern and outdated words; to acquaint younger students with dictionaries of obsolete words, with the structure of a dictionary entry; teach to work with a dictionary entry; target students to understand the role of obsolete words in fictional text; to maintain interest in words emerging and emerging from the modern language system; to foster a love for antiquity, for the culture and life of the Russian people. During the classes1.
Introductory speech of the teacher(message of the topic and objectives of the lesson). - Guys, you have studied a lot of folklore works: epics, legends, fairy tales, and also got acquainted with the works of some writers and poets of the 19th century. In many of them, you have often come across words that are or have already gone out of everyday use. We will talk about them in today's lesson. You will learn about the place these words occupy in modern Russian, what groups they are divided into, get acquainted with specialized dictionaries in which such words are collected, learn to work with a dictionary entry. 2
. Learning new material.Teacher. The collection of all words in a language is called vocabulary... The entire vocabulary of the Russian language can be divided into two large layers. The first layer will be the words that the Russian people - a native speaker - use every day in speech and communication. This is the vocabulary of modern books, newspapers, magazines, films, TV and radio broadcasts and you and me, that is, ordinary residents. This layer of vocabulary is called active... For example, girl, house, beautiful, school, pupil, play- these are the words of the active stock of the Russian language. Try to give examples of such words yourself. Uch. 1: Day, light, earth. Area 2: Black, wood, run. Teacher. Right. The second layer of vocabulary is called passive. It includes absolutely new words that have recently appeared in the language, as well as those that have reduced their use, left or are leaving the modern Russian language. Some of them are already incomprehensible to us. Such words are called obsolete... For example, bast shoes, caftan, eyes, apple are outdated words. The encyclopedia interprets them as “words of the modern Russian language that have gone out of active use, but preserved in a passive dictionary and are mostly understandable to native speakers” (A.S.Belousova. Obsolete words // Russian: Encyclopedia / Ch. . Ed. F.P. Filin. - M., 1979. - P. 360). In the process of explaining, the teacher draws a language model on the blackboard.
Outdated vocabulary is divided into two large groups... But what words belong to which groups, we will now find out. Give examples of obsolete words. Area 1: In the past there was a word zha, and now the word - road.Area 2: In the old days in Russia they said hail, and now - town.Area 3: Formerly ruled by the state Tsar, and now - the president.Area 4:Chambers, hut.Area 5:Herald, gate.Area 6:Boyars.Area 7:Voivode, archers.Area 8:Gold.Area 9:Mouth, finger. The teacher writes down the words (as they are called) on the board in two columns: the king of the zga chambers grad hut gold herald the mouth of the boyar the gate of the governor the finger of the archer Teacher. Take a look at the first column. All these words are written in it for a reason. Think about what unites them? Area 1: They are all obsolete. Teacher... Are these words used in our everyday speech? Uch. 2: No, but they can often be found in historical works, in poetry. Teacher. Tell me, are there now all those objects and phenomena that these words mean? Area 3: No, they don't exist. The only thing that can be seen now is the chambers. But they have been turned into museums, the kings have not lived there for a long time. Teacher. Such words are called historicisms. Try to define them yourself, based on the above. Area 4: Histories are outdated words that have gone out of use. They designate objects that no longer exist. Teacher. Quite right, historicisms are outdated words that have fallen out of use because those objects, things, phenomena that they designated have disappeared. They cannot be replaced with words that are close in meaning. Let's write down the definition in notebooks. The teacher writes on the chalkboard: Historicisms are outdated words; denote disappeared objects and phenomena. Pay attention to the second column and think what is in common between the words in it? Uch. Those objects that denote words from the second column still exist, only we do not call them that now. Olya F. Obsolete words written in the second column can be replaced with modern words. Teacher. This group of words is called archaisms. Try to explain yourself what archaisms are? Uch. Archaisms are outdated words. They denote events or phenomena that exist now, but have been replaced by modern words that are often used. Teacher. Yes, archaisms are outdated words that name existing objects and phenomena. In modern Russian, they are replaced by more relevant words that are close in meaning. Let's write it down. The teacher writes on the blackboard the definition of archaisms: Archaisms are outdated words; denote existing objects and phenomena. Replaced with modern words.3.
Exercise to identify historicisms and archaisms. Teacher. Now let's do a little exercise. Obsolete words are written on the board. Try to determine which of them are historicisms and which are archaisms. Think out loud. Writing on the board. Armor, head, gold, nobleman, thank, lanita, kitschka, stallion.Uch. 1: The armor is such a pair of shoes. There are slippers even now, which means that the word Latin is archaism. Uch. 2: Plate is an ancient armor of a warrior. In modern times we will no longer meet them, that is, this word is historicism. Teacher. Well done, Dima, I will put the letter i over the word for armor. It will abbreviate the word historicism. To help children, the teacher can offer an algorithm for determining archaisms and historicisms and continue to work based on this algorithm. Area 1: The head is the same as the word head, the object exists now, which means it is archaism. Area 2: Gold is the same as gold, a sign of an object that is widespread in our time. This word is archaism. Area 3: A nobleman - this is how a rich man of noble birth was called in Russia in the old days. Now there is no such title, which means that this is historicism. Area 4: To give thanks means to "thank." This is archaism. Teacher. Right. Then we come across the word Lanita. Try to explain its lexical meaning. Children find it difficult to answer. Teacher... Where should you go if you do not know the meaning of the word? Uch .: To the dictionary. Teacher. What dictionaries do you use at home? Uch. 1: Explanatory dictionary S.I. Ozhegova. Uch. 2: Explanatory dictionary "From A to Z". Teacher. That is, at home you use explanatory dictionaries. They contain different words - both modern and outdated. 4.
Acquaintance with dictionaries of obsolete words. Teacher... I want to acquaint you with specialized dictionaries, in which only outdated vocabulary is collected and words of rare use are included. The teacher demonstrates dictionaries. Rogozhnikova R.P., Karskaya T.S. School dictionary of obsolete words of the Russian language. - M .: Education, 1996 .-- 608 p. Tkachenko N.G. and other Dictionary of obsolete words. Based on the works of the school curriculum. - M .: Rolf, 1997 .-- 272 p. Somo in V.P. Dictionary of rare and forgotten words... - M .: Artel Publishing House LLC; LLC "Publishing house AST", 2001. - 608 p. How do we search for a word in the dictionary? Children discuss search options. Teacher. First, let's see how the words are arranged in the dictionary. If they are given in alphabetical order, open the dictionary on the required letter and look for the word. All words in the dictionary are placed in the dictionary entry. What does it consist of? (The teacher finds the word Lanites in one dictionary, invites children to do the same in another dictionary.) The very first word in the article is in bold. The word must be stressed. This is the headword. This is what we are looking for alphabetically. See what comes after the headword? Area 1: Letters, word passages, endings. Teacher. These are all special litters. They allow you to refer a word to one or another part of speech, to find out how this word will sound when changed. What is given after the litter? Area 2: Explanation of the meaning of the word. Teacher... Read the meaning of the word Lanita. (Children read this word.) If a word has several meanings, they are numbered. And finally, what is given after the interpretation of the word? Area 1: Examples of the use of this word in the texts of various authors. Teacher. Read the examples given to the word Lanita. (Children read.) In the course of parsing, the teacher writes down the structure of the vocabulary entry on the blackboard: Teacher. Is the word Lanita historicism or archaism? Uch. Archaism, since every person still has cheeks. 5.
Consolidation of what has been learned. Teacher. Find and read the meaning of the word kitsch.(Children read different meanings of this word in different dictionaries.) Review examples of its use in speech. Should we attribute this word to historicism or to archaism? Uch. 1: To historicism, since in our time such a headdress married women do not wear. This thing no longer exists. Similar work is carried out with the word day case.Teacher. Now let's talk a little about the role of obsolete words. Let's remember what they are for. I will read you an excerpt from "The Tale of Tsar Berendey ..." Zhukovsky. First he will be with obsolete words, and then without them. Listen and think about how the text has changed. The first is in a r and n t. “We have outfitted as it should In the path of Ivan Tsarevich. The king gave him golden armor, a sword and a black horse; the queen with the relics put the Cross around his neck; sung a prayer service; Then they embraced tenderly, cried ... with God. Ivan Tsarevich went on his way. " The second v a r and n t. Equipped as it should in the path of Ivan - the son of the autocratic ruler ancient state... The ruler gave him golden armor that protected the warrior's chest and back from the blows of cold weapons, the cold weapon itself in the form of a long straight knife with a handle, sharpened on both sides, and a black horse. The wife of the ruler with the relics put a cross on Ivan's neck; sung a prayer service; embraced tenderly, cried ... with God. Ivan went on a journey - the son of the autocratic ruler of the ancient state. Teacher. So how did the text change? Uch. 1: The passage has become longer and more modern. Uch. 2: On the one hand, it became clear, but on the other, it became commonplace, familiar. The original beauty of the text has been lost. Uch. 3: The second option had a lot of repetitions. What can be said in one word has been replaced with a whole description. Nastya B. The first text is more interesting to listen to. I would say that he is more sublime. Teacher. What role do obsolete words play here? Uch. 4: They take us back to the old days. Uch. 5: They call things and objects that were before. Teacher. Can obsolete words be replaced, thrown out of such works? Uch. 6: No. Teacher. Why? Uch. 7: The meaning changes, the beauty of the text is lost. Uch. eight: I believe that you can replace, but only for yourself, if you don’t understand the word, and of course you cannot throw it away. Teacher. I want to read you a poem by A. Markov, confirming your idea. Come back Come back, dear cheeks, Do not replace your cheeks! And the eye that is open to the world, Not the same as the eye! .. Come back, bright ladies, Before you I will bow my head! The whole list that could not fit In my poems, come back! - I call ... I call. But, perhaps, in vain - They are like a silenced melody, Like the stars that have long gone out, Forever warming the earth. Teacher. What feelings of the author are shown in this poem? Uch. 1: Sadness, longing, sadness. Teacher. Why does a poet yearn for words that have left the language? Uch. 2: Because many of them were beautiful, they sounded solemn. Teacher. Why can't the word cheeks completely replace the word lanita? Uch. 3: It seems to me that not every cheek can be called lanits, but only very beautiful, ruddy ones. For example, women's cheeks. Teacher. That is, these words differ in shades of meaning. Cheeks are a neutral word, and Lanits are high, poetic. How do you understand the line "And the eye ... Not the same as the eye!"? Uch. 4: We all have eyes. The word eye is a common word. And the word eyes - means delightful, mysterious eyes. Teacher. Why does the author admire these words? Uch. 5: Because they are very expressive, you want to admire them. Uch. 6: He respects the past, adores it. Teacher. Do you think it is necessary to return obsolete words to modern speech? Explain your point of view. Uch. 7: I think there is no need to do this, because speech will change, it will sound differently. People will have to relearn. We are accustomed to the modern language. Uch. eight: It would be interesting to bring some words back, then our speech will become more expressive, richer. 6.
Lesson summary. The lesson can be ended with a conversation on the following questions: What new have you learned for yourself? What words are called obsolete? What groups are they divided into? What place do they occupy in modern Russian? What dictionaries have you met today? What did you find most interesting in today's lesson? Can outdated words be replaced with modern ones in old works? Explain why? What are obsolete words for? Algorithm for determining archaisms and historicisms 1. Find an obsolete word in the text. 2. Determine its lexical meaning. If the determination of the meaning is straightforward, see point 4; if it did, see point 3. 3. Refer to the dictionary of obsolete words or to the explanatory dictionary: - determine how the dictionary entries are arranged; - find the required dictionary entry; - pay attention to the correct pronunciation of the word; - read his interpretation; - see examples of use; - if the word is ambiguous, choose the meaning that suits the context; - further see point 4. 4. Think if there is an object (phenomenon) designated by this word in modern reality. If there is, see point 5, if not, see point 6. 5. This is archaism. 6. This is historicism.
Appendix 2.
Origin of the word and explanation of spellings
| crucian → k ars → fish (ancient German language) |
 |
| watermelon → borrowed from the Tatar language carbose → watermelon |
INFORMATION SHEET
Protection date:
SurnamePopova NameNatalia OidentityAlexandrovna Positionprimary school teacherWork experience in the position13 yearsDiploma specialtypedagogy and methodology of primary education General teaching experience:13 yearsEducational institution (full name):Secondary school №2District, city:Sol-Iletsk district, Sol-IletskIt has:1 (first category) since 2002 __Applicant for: ______the highest category________________________________________ Experts: 1 .__________________________________________________________________2. _________________________________________________________________ 1. Name of the problem you have been working on for at least 3 years and have consistently positive results:Development of communication and speech skills of primary schoolchildren in the process of vocabulary and lexical work2. Conditions for the emergence of the problem, the formation of experience: A modern school should prepare a person who thinks and feels, who not only has knowledge, but also knows how to use this knowledge in life, who knows how to communicate and has an inner culture. The goal is not for the student to know as much as possible, but to be able to act and solve problems in all situations. The priority means for this are the culture of speech and the culture of communication. Today we have to admit that, despite the significant attention to the communicative-speech development of students, observed in recent years, these tasks are not fully solved. And the speech environment in which the child grows up does not always satisfy the school, and speech training still suffers from great deficiencies. 3. Relevance and prospects of experience, its practical significance for improving the quality of the educational process. The development of communication and speech skills, the problem of expanding vocabulary (both active and passive) is one of the main problems of teaching the Russian language in primary school, play an important role in solving the general problem of broad language training of students and are relevant and promising in nature. 4. The theoretical basis of the experience. Well-known pelagogues and linguists worked on this problem: K.D. Ushinsky, L.S. Vygotsky, T.A. Ladyzhenskaya, M.R. Lvov, A.V. Tekuchev and others. 5. The novelty of the experience: development of methodological recommendations for the development of communicative and speech skills of primary schoolchildren in the process of vocabulary and lexical work. 6. Technology of experience. 1. We studied the literature. 2. Developed guidelines. 3. Determined the criteria for the effectiveness of the developed guidelines. 4. We selected the diagnostic tools. 5. The developed guidelines were tested. 7. Effectiveness (sustainable positive results of activity). Children show sustained positive performance outcomes: 8. Targeted focus of experience. The developed guidelines are intended for primary school teachers and methodologists. 9. Under what conditions, using this experience, you can get sustainable positive results. Experience in speech development suggests that stereotypes and spontaneity are unacceptable here. We need consistent, flexible, constant work on the word, which is planned for each lesson and for the future. Supervisor: 1.Voronina Yu.V. - Art. Lecturer at the Department of Didactics and Private Methods ; 2. Amerkhanova E.R. - Art. Lecturer at the Department of Pedagogical SkillsIn Russian there is a large number of syntactic constructions, but the scope of their application is the same - the transmission of written or spoken speech. They sound in ordinary colloquial, business and scientific language, they are used in poetry and prose. These can be both simple and complex syntactic constructions, the main purpose of which is to correctly convey the thought and meaning of what has been said.
The concept of complex structures
Many writers prefer to use simple, short sentences to convey their storytelling. These include Chekhov ("brevity is the sister of talent"), Babel, O. Henry and others. But there are authors who use sentences with a complex syntactic structure in order not only to more fully convey the description, but also the emotion that it evokes. They were most widely used by such authors as Hugo, Lev Tolstoy, Nabokov and others.
A complex syntactic construction is a sentence in which there are different types syntactic links. They can combine:
- Essay and non-union connections: "Large snowflakes first slowly descended on the sidewalk, and then fell faster - the blizzard began."
- Unionless with subordinates: "In the evening the weather deteriorated sharply, no one wanted to go for a walk when I finished my business."
- Mixed type: "All the guests walked into the hall in silence, took their places, and only after that they began to talk in whispers until the one who invited them here appeared at the door."
- Compositional and submissive connections: "A big handsome fell at my feet, and I decided to pick him up to put in a vase at home."
In order to correctly compose complex syntactic constructions, you should know how exactly their parts are related to each other. The placement of punctuation marks also depends on this.
Writing connection type
In Russian, a complex syntactic structure can consist of parts united by one of 3 types of connections - compositional, subordinate and non-union, or all at the same time. Syntactic structures with a compositional type of connection combine two or more equal sentences connected by a compositional union.
Between them one could put a point or swap them, since each of them is independent, but together in meaning they make up a single whole, for example:
- Read this book and you will discover a whole new vision of reality. (You can put a full stop between the two sentences, but the content will remain the same).
- A thunderstorm was approaching, and dark clouds appeared in the sky, and the air was filled with moisture, and the first gust of wind shook the crowns of the trees. (The parts can be swapped, but the meaning of the sentence remains the same).
It can be one of the connecting components in complex sentences. There are known examples of its combination with non-union communication.
Combining with intonation
A complex syntactic construction often combines a compositional connection with a non-union one. The so-called parts of which are connected exclusively by intonation, for example:
"The girl quickened her step (1): the train, puffing, drove up to the station (2), and the whistle of the locomotive confirmed this (3)."
There is a non-union connection between the 1st and 2nd parts of the construction, and the second and third sentences are united by a compositional connection, they are completely equal, and you can put a point between them.
In this example, there is a combination of compositional and non-union connections, united by a single lexical meaning.
Constructions with a compositional and subordinate link
Sentences in which one part is main and the other is dependent are called complex sentences. In this case, from the first to the second, you can always ask a question, regardless of where it is located, for example:
- I do not like (when what?) When they interrupt me. (The main part is at the beginning of the sentence).
- When they interrupt me, I don't like it (when?). (The proposal starts with a subordinate clause.)
- Natasha decided (for how long?) That she would leave for a long time (for what reason?), Because what happened greatly influenced her. (The first part of the sentence is dominant in relation to the second, while the second is in relation to the third).
Combined into a single whole, the compositional and subordinate connections form complex syntactic constructions. We will consider examples of sentences below.
"I realized (1) that new trials awaited me (2), and this realization gave me strength (3)."
The first part is the main one in relation to the second, since they are connected subordination... The third is attached to them by a compositional connection with the help of the union and.
"The boy was about to cry (1) and tears were already filling his eyes (2) when the door opened (3) so he could follow his mother (4)."
The first and second sentences are connected by a compositional connection with the help of the conjunction "and". The second, third and fourth parts of the construction are linked by subordination.
In complex syntactic constructions the sentences of which they are composed can be complicated. Let's look at an example.
"The wind rose, increasing with each gust (1), and people hid their faces in their collars (2) when a new flurry overtook them (3)."
The first part is complicated by the adverbial turnover.
Types of non-union and subordinate constructions
In Russian, you can often find non-union sentences combined with submissive communication. In such constructions, there can be 3 or more parts, some of which are main for some and dependent for others. They are joined by parts without conjunctions using intonation. This is the so-called complex syntactic construction (examples below) with a subordinate-unified connection:
"In moments of particular fatigue, I had a strange feeling (1) - I am doing something (2) for which my soul does not lie at all (3)."
In this example, the 1st and 2nd parts are connected with each other by the general meaning and intonation, while the 2nd (main) and 3rd (dependent) are a complex sentence.
"When it snowed outside (1), my mother wrapped me in numerous scarves (2), because of this I could not move normally (3), which was extremely difficult to play snowballs with other guys (4)."
In this sentence, the 2nd part is the main in relation to the 1st, but at the same time it is associated with the 3rd intonation. In turn, the third sentence is the main one in relation to the fourth and is a complex structure.
In one complex syntactic structure, some parts can be connected without a union, but at the same time be part of a complex sentence.
Design with all types of communication
A complex syntactic construction in which everything is used at the same time is rare. Similar sentences are used in literary texts when the author wants to convey events and actions as accurately as possible in one phrase, for example:
"The whole sea was covered with waves (1), which became larger when approaching the shore (2), they crashed with a noise on a solid barrier (3), and with a disgruntled hiss, the water retreated (4) to return and strike with renewed vigor ( 5)".
In this example, the 1st and 2nd parts are connected by a subordinate link. The second and third are non-union, between the third and the fourth there is a compositional connection, and the fourth and fifth are again subordinate. Such complicated syntactic constructions can be divided into several sentences, but as a whole, they carry an additional emotional coloring.
Separation of sentences with different types of communication
In complex syntactic constructions, they are put on the same basis as in complex, compound-composed and non-union sentences, for example:
- As the sky in the east turned gray, the crowing of a rooster was heard. (subordinate relationship).
- A light haze lay in the valley, and the air trembled over the grasses. (compound sentence).
- When the disk of the sun rose above the horizon, it was as if the whole world was filled with sounds - birds, insects and animals welcomed the new day. (A comma stands between the main and dependent parts of a complex sentence, and a dash separates it from a non-union).
If you combine these sentences into one, you get a complex syntactic structure (class 9, syntax):
"When the sky in the east began to turn gray, the crowing of a rooster was heard (1), a light haze lay in the valley, and the air trembled over the grasses (2), when the disk of the sun rose above the horizon, as if the whole world was filled with sounds - birds, insects and animals welcomed a new day (3) ".
Parsing complex syntactic structures
To spend with different kinds communication, it is necessary:
- determine its type - declarative, imperative or interrogative;
- find out how many simple sentences it consists of, and find their boundaries;
- determine the types of connections between parts of the syntactic structure;
- describe each block by structure (complex or simple sentence);
- draw up a diagram of it.
So you can disassemble a structure with any number of links and blocks.
Applying sentences with different types of links
Similar designs are used in colloquial speech, as well as in journalism and fiction... They convey to a greater extent the feelings and emotions of the author than written separately. A great master who used complex syntactic constructions was Lev Nikolaevich Tolstoy.
Russian language "href =" / text / category / russkij_yazik / "rel =" bookmark "> Russian language, to Russian fairy tales.
Educational literature:
· Textbook "Russian language", 2nd class, ed. , "Ventana-Graf", 2008, p.82
Methodical literature:
·, "Russian language: Comments to the lessons: grade 2" - M.: Ventana-Graf, 2005.- p. 325
Alexandrova tournament in fairy tales with elements of outdoor games. / Primary School No. 2 2011
· Emelin to acquaint junior schoolchildren with historicisms and archaisms. / Primary school No. 1 2003
· Dance of small discoveries. / Primary school №2 2009.
· Chernogrudova research of skills of understanding proverbs by graduates of junior grades. / Primary school №2 2011.
Yakovleva approach to teaching native language in elementary school. / Elementary school №1g.
· Burns of the Russian language: Ok. 53,000 words /; Under total. ed. prof. ... - 24th ed., Rev. - M .: Publishing house "Peace and Education", 200s.
· Internet resources.
Equipment:
· Computer, media projector.
· Cards with tasks.
During the classes
Organization of the educational process (Slide 1-3).
Teacher's word.
Very often behind events
And behind the hustle and bustle of days
We don't remember our old days,
We forget about her.
And at least more familiar
We have flights to the moon
Let's remember the forgotten words
Let's remember our old days.
Guys, what a wonderful morning! I am glad to welcome you to the Russian language lesson. Let's give each other a good mood.
II. Target setting.
I know, guys, that you are real clever and clever, kind and inquisitive, loving your own word, and therefore I am sure that today our lesson will be informative, exciting and kind.
III Actualization of knowledge, introduction to the problem.
Guys, today we will commit amazing journey in the old days where Pushkin's fairy tales live. Now we will be transported to the beautiful old city of the glorious Tsar Saltan and listen to an excerpt from a fairy tale, when, in the absence of the Tsar, the insidious boyars decide to destroy his young wife (Slide Listen. ) .
Are all the words familiar to you? (Slide 8-9).
What incomprehensible words did you hear? (Messenger, boyars)
Why don't we understand these words? (They use words in their speech, the meaning of which we do not know).
Why don't we use these words in speech? (These words are outdated.)
There are many more such incomprehensible words.
Do you think a boyar lives in our village?
Do modern soldiers wear chain mail?
Do you have clothes that you call a caftan?
So why did these words disappear? Chain mail, boyar, messenger, caftan - how can you find out the meaning of these words? (Look into explanatory dictionaries and get acquainted with their meaning). Let's open the explanatory dictionary and read the meaning of the word messenger (Slide 10).
Messenger - in the old days, a person sent somewhere with urgent news.
Now, guys, open the textbooks on page 83, exercise 1 and read the interpretation of incomprehensible words. (Reading is accompanied by illustrations, slides 10-14).
So why are these words out of date? (these items disappeared). Write down the interpretation of any word in a notebook. (Slide 14).
IV. Statement of the topic and purpose of the lesson.
How do we call such words that are outdated? (Obsolete) Yes folks, people's lives are constantly changing. Over time, some objects and phenomena go out of use. And the words they used to denote are gradually being forgotten, becoming obsolete. So, the words that have ceased to be used in modern language are called obsolete (ancient, old).
Maybe someone guessed what the topic of our lesson will be?
So, the topic of our lesson is “Obsolete Words” (Slide 15).
What goal will we set today in the lesson? (Slide16)
The purpose of our lesson is to familiarize yourself with some of the obsolete words.
In the lesson today we will talk about words that are forgotten, seem incomprehensible, funny, sonorous to you, but which so attract, fascinate you.
To achieve this goal, what tasks will we set for ourselves?
(Learn to understand the meaning of obsolete words, correctly explain their meaning, choose synonyms for them and use dictionaries competently and skillfully.)
Today in the lesson we will open an old grandmother's chest, which contains many outdated words. (Slide 17)
V. Constructing a project of a way out of a difficulty.
Each word has its own life, its own destiny. Words, like people, are born, live and pass away, become obsolete.
In our modern speech, obsolete words are very rare.
1. And where can we meet them more often? (in poems, songs, fairy tales, proverbs, epics). Why do we need to know the meaning of these words? (We need to know their meaning in order to understand them.)
How to find out the meaning of obsolete words?
The meaning of obsolete words is established from a dictionary or from the text. For this purpose, scientists create dictionaries in which all words that exist to our time are interpreted. An attempt to collect all the words of the Russian language was made by Vladimir Ivanovich Dal. His “Explanatory Dictionary of the Living Great Russian Language contains more than 200 thousand words! Dahl has been working on it for over 47 years! Look at the exhibition of dictionaries (Slide 18). They will help you speak modern Russian correctly. And language is a heritage, our wealth, which we must cherish.
On lessons literary reading we have already met some outdated words and created special dictionaries where we entered their interpretation (Slide 19).
And now, guys, we will learn to interpret outdated words from good fairy tales.
While lying in the cradle, you hear the gentle voice of your mother: "The wind walks along the sea and the boat urges on ...". Having just learned how to compose words, you open Pushkin's fairy tales and read: "By the lukomorye there is a green oak ...". The beauty of Pushkin's word will accompany you throughout your adult life, because in these bright, kind, like dreams, fairy tales are not just words, words are diamonds, bright, sparkling, unique. (Slide 20)
Pushkin were written in the 19th century. Many words in this tale are outdated, they are either not present in the modern Russian language, or they have been replaced by others. Each group worked on passages from this tale, looked for obsolete words in them and tried to explain their meaning. Today the guys will just tell us what interesting words they met. Your task: check the meaning of obsolete words in the explanatory dictionary and create a new page of our dictionary. You have envelopes on your desks containing words and their interpretation.
We will once again remember excerpts from fairy tales, and we will open grandmother's chest.
We will use the following memo when answering:
3. We turned to the explanatory dictionary and found out the meaning of the following words ... (Slide 21)
2. So, 1 group. “The Tale of Tsar Saltan.” (Slide 22-23).
1) Mother and son go to the city.
We just stepped over the fence.
Deafening ringing
Rose from all sides:
2) The people are bringing down to meet them (Slide
The church choir praises God;
In the rattlers of gold
A lush courtyard greets them.
In these passages we found outdated words: rattletrap, lush courtyard and hail. (Slide27)
3) We open the chest - we find the interpretation of the words in the envelope and paste it into our dictionaries. (Slide 26)
4) Hail - this is how the city was called in the old days. (Slide27)
5) The rattletrap - this is how a large old carriage was called in the old days. (Slide 27)
6) Do you know what the expression “lush courtyard” meant? Court - courtiers, people closest to the king or prince.
The king burst into tears,
He embraces the queen,
And the son, and the young woman,
And they all sit down at the table,
And the merry feast went on.
In this passage, the word feast was met. We open the chest, create a page of the dictionary of obsolete words, using required material…
A feast - in the old days, a big dinner party, a treat. Now we do not use this word. How can you name the words feast, lunch, treat? (synonyms)
So, we see another reason for the disappearance of obsolete words. They are replaced by other words - synonyms.
Group 2. The tale “About the fisherman and the fish.” (Slide 28).
The old man returned to the old woman.
His old woman stands on the porch
Brocade kitsch on the top.
In this passage, we met the following words: terem, dushegreka, poppy, kichka. The words soul warmer, terem, poppy, kichka were used in the old days.
(Slide 29)
3) Terem in ancient Russia was called a house in the form of a tower. Soul heater is a warm sleeveless jacket for women. (Slide
4) Poppy - crown.
5) Kichka - in the old days, a festive headdress.
4.3 group. The tale "About the Golden Cockerel". (Slide 23)
1) Nowhere, in the distant kingdom,
In the thirtieth state,
Once upon a time there was a glorious king Dadon.
1) In this passage we came across such expressions: in the distant kingdom in thirty the state.
2) Open the chest - create a page of the dictionary of obsolete words, using the necessary material. (Slide 25))
The tutorial will help you explain the interpretation of these expressions. Open the tutorial with. 86.
V distant kingdom in thirty the state - it means "very far"
In the ancient account, “distant” meant the number 27, and the word “thirtieth” can be translated as “thirtieth.” (Slide 26)
4) So that the ends of their possessions (Slide 24)
Protect from attacks
He should have contained
Numerous host.
1) In this passage we met the word army.
2) We open the chest, we continue to create a page of the dictionary of obsolete words, using the necessary material (slide 27).
Vi. Homework check. Research work (Slide 27).
Guys, we saw how obsolete words live in works of fiction, but in live oral speech have you ever come across such words? Are outdated words used in your family's speech?
What interesting words have you heard? Surely you have heard from the speech of grandmothers and grandfathers words whose meaning interested you, and had to ask about the meaning of these words.
Our goal is to see, to define the life of obsolete words in living, oral speech.
Let's look again at the secret grandmother's chest. Please, guys, you have the floor.
grandmother often says: “Comrades came to chat (that is, friends to talk). Sip cabbage soup. In the old days, it turns out, the thickness of the cabbage soup was checked with a bast shoe. And the thicker the cabbage soup was, the richer the family was. The grandmother uses the expression "Trishkin's caftan" - it means poorly fitting clothes. "
Teacher's word:
Outdated words have so interested you and your parents that they decided to conduct a research work "Words from Grandma's Chest." Parents delved into, helped their children in creating a family encyclopedia of one word. Now the guys will present their work to you (Slide 28).
This is great guys! It is wonderful that these words live. They shine like bright stars in the night sky, like beads made of bright beads, small pearls. They are unfashionable, these grandmother's beads. But they burn with bright beads, shimmering and ringing, warming our soul. Try to listen to this ringing of bygone words, and they will tell you a lot about the life of our great-grandfathers: how they lived, what they ate, what they wore, what they were happy about ...
From the pages of your works, we will create an informative and fascinating encyclopedia of obsolete words "Words from the grandmother's chest", the authors - compilers of which are you guys.
Vii. Phys. minute "Lapti" (Slide 29)
VIII. Awareness and comprehension. Group work.
1.) 1 group works with proverbs in the textbook p. 86. Control 2. With the group select the proverb that you would like to record. Write it down.
Every Eremey is a matter of understanding (understand).
2) Groups 2 and 3 will try to remember all the words and their meanings.
Assignment - connect the old and modern word with arrows. Write the words in pairs in a notebook. Checking on the board (Slide 32-33).
Group 2. Group 3
hail crown eyes lips
poppy seed cradle mouth eyes
hut city army carriage
unsteady house feast forehead
soul warmer finger of the rattletrap army
finger sweater forehead treat
3) Working with text.
Now let's talk a little about the role of obsolete words. Let's remember why we need them?
I will read you an excerpt from The Tale of the Fisherman and the Fish, first with outdated words, and then without them. Listen and think about how the text has changed (Slide 34-35).
Option 1.
The old man returned to the old woman.
What does he see? High tower.
His old woman stands on the porch
In an expensive sable jacket,
Brocade kitsch on the top.
Option 2.
The old man returned to the old woman.
What does he see? High house.
His old woman stands on the porch
In an expensive warm sable sweater,
Brocade headdress on the crown.
So how did the text change?
1 excerpt from a fairy tale sounded more interesting. I would say he is more sublime. In the second passage, the original beauty of the text is lost.
What role do obsolete words play here?
They return us to antiquity, name things and objects that were before.
Can obsolete words be replaced? Throw it out of the text?
I believe that when replacing obsolete words with synonyms, the meaning changes, the beauty of the work is lost. You can replace obsolete words, but only for yourself.
A. Markov. Go back. (Slide 37)
Come back, dear Lanites,
Do not replace your cheeks!
And an eye. What is open to the world.
Not the same as the eye! ..
I call. But maybe in vain
They, like a silenced melody,
Like the stars that have gone out long ago
Forever heating ground.
Why does a poet “yearn” for words that have left the language? (Many of them were beautiful, they sounded solemn).
Why can't the word cheeks replace Lanites? It seems to me that Lanits were called very beautiful, ruddy cheeks, for example, women's. Lanits are a lofty, poetic word.
As you understand the line “And an eye. ... Not the same as the eye? "
Everyone has eyes. This is a common word. And the word eyes means delightful, mysterious.
Outdated words sound very expressive, you want to admire them. author
poem respects the past, bows before him.
IX. Reflection. (Slide 37)
Well done boys! What new have you learned today? Who is happy with their job?
Yes, guys, with what wonderful words we met today. These words live in your families. And they should not gather dust in dictionaries, leave our speech. Let them live in your soul as a bright star, warm sun, gentle kind song. Take care of your grandmother's chest as a treasury, a precious storehouse of the beauty of Russian speech. I wish you to look into your grandmother's chest as often as possible and save it for your children and grandchildren. After all, it contains precious, dear, Russian, old words we need.
And now, guys, I will give you a bright, yellow star. Let it remind you of the magic words in your grandmother's chest, which will forever burn, shine, delight us like these unquenchable stars.
Homework. (Slide 38)
Find in Russians folk tales obsolete words and write them down in the dictionary.
Application.
1) Mother and son go to the city.
We just stepped over the fence.
Deafening ringing
Rose from all sides:
2) The people are coming down to meet them
The church choir praises God;
In the rattlers of gold
A lush courtyard greets them.
3) The king burst into tears,
He embraces the queen,
And the son, and the young woman,
And they all sit down at the table,
And the merry feast went on.
The old man returned to the old woman.
What does he see? High tower.
His old woman stands on the porch
In an expensive sable jacket.
Brocade kitsch on the top.
Nowhere, in the distant kingdom,
In the thirtieth state,
Once upon a time there was a glorious king Dadon.
So that the ends of their possessions
Protect from attacks
He should have contained
Numerous host.
Application.
Memo number 1.
1. We worked with an excerpt from a fairy tale ...
2. In this passage we came across obsolete words ...
3. We turned to the explanatory dictionary and found out the meaning of the following words ...
Application.
Cards for creating a page of the dictionary of obsolete words.
Hail - this is how the city was called in the old days.
The rattletrap - this is how a large old carriage was called in the old days.
A feast - in the old days, a big dinner party, a treat.
Terem in ancient Russia was called high house in the form of a tower.
Soul heater is a warm sleeveless jacket for women.
The top is the crown.
Kichka - in the old days, a festive headdress of a married woman.
V distant kingdom in thirty the state - it means "very far away."
In the ancient account, “distant” meant the number 27, and the word “thirtieth” can be translated as “thirtieth”.
Rat - so in the old days they called the armed forces of the state, the army.
Application.
Memo number 2.
1. I got acquainted with an outdated word ...
2.In explanatory dictionary Sergei Ivanovich Ozhegov, I found out the meaning of the word….
Bast shoes are ...
3. Solving the secrets of this word, I learned its original meaning in the etymological dictionary ...
4. This word has synonyms ...
5. This word has words - relatives ...
6. This word is found in fairy tales ..., lives in proverbs ..., sayings.
7.It was interesting for me to know that ...
8. For myself, I discovered something new, having learned that ...
Application.
1 group. Working with proverbs in the textbook p. 86. ctrl 2. With the group select the proverb that you would like to record. Write it down.
Find obsolete words and underline them. How do you understand the meaning of this proverb? Try replacing obsolete words with synonyms. Read what you have done.
Task - connect the old and modern words with arrows. (Checking on the board).
hail top
poppy seed cradle
hut city
shaky house
soul warmer finger
finger sweater
Task - connect the old and modern words with arrows. (Check on the board.)
mouth eyes
host carriage
rattletrap army