Fill in the appropriate words that describe the actions of the objects. Topic: words denoting the actions of objects What words denote the object and the action of the object

Integrated lesson Grade 2 (Russian language, literature) Topic: “Words denoting the actions of objects” S.M. Lukyanova Secondary school No. 17, Karaganda Lesson objectives: to form the grammatical concept of “verb”, to enrich students' speech with verbs; learn to highlight verbs in the text; develop spelling vigilance; to cultivate accuracy, hard work. Course of the lesson: 1. Organizational moment. Today is going to be a different lesson. "Why is he unusual?" - you ask. And I will answer: “It is unusual in that in one lesson we will try to“ kill two birds with one stone ”(by the way, what does this expression mean?). Let's read the poem, analyze and work on the words that denote the action of the subject. Thus, we will conduct another experiment with you, in which instead of one lesson we will conduct two at once. To make the lesson work, you need to ... answer and write correctly, quickly. 2. A minute of calligraphy. - Write down in your notebooks the letter from the word chocolate, which always means a solid paired sound. sh shsh 3. Setting the topic of the lesson. Now let's try to guess the name of the poem that we will read today. To do this, we will conduct reconnaissance. 1. There are many different words on earth and it turns out that one small letter can turn one word into another. For example: catfish-house. Listen to the verses with the lost letters. Onion-beetle Herons-drops Booth-bun Lion-forest Cauldron-goat And now the next task - guess the rebus. to T O (CAT) Change one letter to make a new word (large marine mammal). KIT - Well, now you can guess the name of the poem that we will read today. "Kit and cat". It was written by a wonderful children's poet Boris Vladimirovich Zakhoder. Reading a poem. -Now find and write down in a notebook the words that denote the actions of the Kit and the Cat. All these words, guys, are called by one word - a verb. The verb is an unusual part of speech. In terms of frequency of use, it ranks second after the noun. And what is a noun? (The part of speech that designates the subject and answers the questions who? what?) -And now a little creative work. Make two sentences with the words whale and cat. We will write the most successful ones in a notebook and underline the subject and predicate. A huge whale swims in the noisy ocean. A fluffy cat purrs near the stove. 4. Physical education minute. I came from school (walking), I'm learning verbs ... It's a trifle for me to learn them, I have my own method! It is applied like this, This new method: “Scream” - I scream (aah), “Twirl” - I turn (turn my head), “Move” - I move (wave my arms), “Jump” - I jump (jump). 5. Work on the topic of the lesson. Now let's practice in the words denoting the action of the subject. Complete the words to make sentences: Bear (eats) honey. In spring, the sun shines brightly. The boy (reads) a book. Chip 'n Dale Rescue Rangers. On the desk (lies) a pencil case. The next task is the opposite. According to these actions, guess the object and write it in a notebook: Jumps, jumps (ball, hare). Shines (sun, lamp). Howls, runs (wolf). Creeps, stings (snake). Flies, stings (bee). 6. Vocabulary work. Professor Golovolomkin has sent you an assignment. After completing the crossword puzzle and writing down all the guessed words in a notebook, we will learn a new word, the spelling of which we will try to remember today. 1. In haymaking it is bitter, And in frost it is sweet. What is a berry? Rowan 2. The name of this berry comes from the word "blue". Blueberries 3. These berries grow on very prickly bushes. 4. These berries are black in color. Gooseberries Blueberries 5. And from these berries they cook medicinal jam, which is used for colds. Raspberry So, a new word - a berry. 7. Creative work. Let's come up with a sentence with this word, write it down and find the action of the object. Delicious berries ripen in summer. 8. The results of the lesson. -What is a verb? What does the verb mean? Give examples. Used literature: Shkatova L.A. Think and answer. - M. - Enlightenment, 1989. Arsyriy A.T. Materials on entertaining grammar of the Russian language. - M. - Enlightenment, 1967. Glyazer S.I. Word games. - M.-Children's literature, 1966. Panov G.A. Entertaining tasks in the Russian language. - M. Enlightenment, 1977.

Objectives: - to learn to distinguish between words denoting objects and actions of objects;

To teach children to graphically depict words denoting an object and actions of objects;

The development of fine motor skills of the hands

Course progress.

1. Org. moment.

"Hidden meaning" is a didactic game.

2. Work with words.

Who is this? What does it do? (questions to the pictures)

The girl is sitting.-

The boy is sleeping.

The boy thinks.

Children are planting trees.

The boy is playing.

The girl is spinning.

What does the first word mean? (word-subject)

What does the second word mean? (action word)

*Name the object by its effect.

What question do these words answer?

Mooing...., grunting..., meowing.., barking..., neighing.., cackling.., hissing.., chirping..., cuckoo.., croaking.., growling.., gurgling ...

*Who is moving?

cow.., squirrel.., hare.., snake.., man.., frog.

* "Rides, swims, flies, crawls" - did.igr.

Who is this? What is this?

What is he doing?

Name the words-objects, name the words-actions.

3. Development of auditory attention and memory.

* Name the words-objects. Name action words.

whistles, nightingale, twists. goes. pen, bag, carries, boat

*Listen to the words, guess which word does not fit here. Why?

writes, rings, laughs, nightingale

spinning, lamp, sings, speaks

goat, swims, buzzes, digs

grows, shakes, fly, looking

elephant, singing, cat, cow

sofa, table, glass, hanging

crying, pen. board, flower

tiger, bird, reads, frog

4. Graphic dictation.

* in notebooks -; =

fur coat, flashing, cup - = -

knocks, house, says, boots = - = -

apple, bush, draws, chicken, rings - - = - =

table, watering, dog, growls, runs - = - = =

branch, walks, window, looks, school, writes - = - = - =

* Chip dictation

The night has come.

Summer has passed.

Autumn is coming.

The leaves have fallen.

The flowers have faded.

It's raining.

The sun is shining.

Airplanes are flying.

5. What can you do? - did. games.

-What can be pulled out? (carrot, turnip, tooth, plug from the outlet)

-What can be cut? (lettuce, nails, road)

-What can be removed? (harvest, in the room, things in place)

-What can be cleaned? (potatoes, clothes, dishes, road)

What can be dried? (dill, mushrooms, underwear, hair)

-What is mom doing in the country? (planting, flying, watering)

-What will mom do with ripe tomatoes? (collect, preserve)

-What can be done with cucumbers? (salt, put in a salad, marinate)

How are vegetables harvested? (pull out, cut, dig, pluck)

-What is the dog doing? (barks, guards, guards, gnaws, caresses, makes friends, licks)

-What is the cat doing? (scratching, lapping, purring, squinting, licking, running, frolicking)

-What do they do with milk? (cool, filter, boil, drink, ferment, pour, pour)

-What are we going to do with the horse? (harness, unharness, water, feed, go round)

What does the owner do with his animals? (feed, drink, take care, caress)

6. What word does not fit?

* Dog: barks, grazes, growls, guards

*cow: mooing, butting, grazing, biting

* horse: jumps, rushes, grunts, kicks

7. It happens, it doesn't happen

The cow ate the mouse. The cow was given hay. The wolf ran away from the sheep. The ram chased the wolf. The camel harnessed to the sleigh. The horse eats thorns. Camel walks in the desert. The horse eats oats.

8. Development of figurative thinking.

What do these things have in common?

horse and camel - they can carry cargo

cow and goat - they give milk

goat, rabbit and yak are covered with fluffy wool that people use to make clothes

dog and castle - does not let strangers into the house

stool and horse - you can sit on them

cat and stool - they have 4 legs

What is the difference?

9. Reflection.

Topic: Words denoting an object and words denoting the action of an object.

Objectives: -to consolidate the ability to distinguish between words denoting objects and actions of objects;

To consolidate the ability to graphically depict words denoting an object and actions of objects;

Learn to highlight words from a simple non-common sentence;

To learn how to correctly put questions to words-objects and words-actions;

Develop auditory attention and memory

The development of fine motor skills of the hands

Enrichment and expansion of vocabulary

Equipment: a series of plot paintings, subject pictures.

Course progress.

1. What is drawn here?

2. Differentiation of words-objects and words-actions.

*Working with symbol cards.

rain, says, pours, sun, shines, man, walks, clouds, hail, leaves, warms, approaches. washes himself

* We have order - Did. a game

Children name words-objects, put a question to them.

Describe the girl's actions in one word.

Raise the picture-action when reading the corresponding poem.

*Lotto " All work is good"

The speech therapist calls the profession, the children have pictures-objects.

Find the items that fit.

What can a cook do? (name action words)

3. physical. min.

4. Extraction of words from sentences.

For each word in the sentence, the children put a question and explain what each word means.

The fish swims. The fisherman is catching.

The sun is shining. The cup is worth it.

The wind whistles. The jackdaw has arrived.

The cat is sleeping. Scissors cut.

Mom is reading. The trolleybus stopped.

The mice are playing. The pitcher has fallen.

Grandma knits. The strawberries are ripe.

The fish are swimming. Grandma got sick.

The sculptor is sculpting. The change continues.

5. You can - you can’t.

-Can you milk a dog?

-Can I ride a pig?

- Can I bring a dog?

-Can you shear a sheep?

-Can I ride a horse?

-Can I milk a cow?

-Can I keep a cat in the house?

Is it possible to keep a goat in the house?

6. What word does not fit?

Geese walk - in single file, slowly, waddling

Ducks walk - waddling, slowly, thinly

7. Selection of words.

To the words answering the question Who? What? choose the words that answer the question what does it do?

girl bear

boy tit

fox parrot

squirrel dressmaker

sun snow

machine plane

wind rain

transport tractor

8. Sometimes it doesn't happen.

The chicken flew to warmer climes.

The hen laid an egg.

The rooster dived into the river.

The chicken flew up the fence.

The rooster found a seed.

The duck crowed loudly.

The geese clucked loudly in the pond.

The rooster spread its tail like a fan.

A turkey hatches turkeys.

Duckling chatters (turkey).

Municipal educational institution Meshcherskaya secondary school

Russian language lesson in the 1st grade on the topic "Words denoting the actions of the subject and answering the questions" What did you do? What is he doing? What will he do?"

primary school

to introduce students to the words denoting the action of the subject and answering the questions what did you do? what is he doing? what will he do?;

learn to highlight these words in speech.

During the classes

1. Organizational moment

Teacher. The bell rang - Let's start our lesson.

2. Formulation of the topic and purpose of the lesson

On the desk: Student Somov carefully ... task. The boy... over her question. Kolya is sure to ... the task is correct.

Help: decide, read, think

Teacher Read the text given on the board. Check out the help. Formulate a task for the exercise.

Uch. It is necessary to restore the text using the words from the help.

Teacher Read the restored text.

(Students complete the task, read the text received: Student Somov read the problem. The boy is thinking about solving it. Kolya will definitely solve the problem correctly.)

Teacher Determine what the words from the help mean and what questions they answer. Name the topic of today's lesson.

Uch. The words in the help indicate the action of the subject and answer the questions what does it do? what did you do? what will he do? This is the topic of our lesson. (A pre-recorded topic of the lesson opens on the board.)

Teacher Define the purpose of the lesson.

Reference on the board:

get to know ... denoting ... ... and responding to ...? …? …?;

learn to highlight data ... in ... and ... speech.

Uch-ki. The purpose of the lesson is to get acquainted with the words denoting the actions of the subject and answering the questions what does it do? what did you do? what will he do? and learn to highlight these words in oral and written speech.

3. A moment of calligraphy

Teacher Let's start working on the goal with a minute of calligraphy. In a minute of calligraphy, we will make a pattern. It should include a lowercase letter, which is found in all words from the help, and any elements of letters. Find this letter.

Uch. In the words I read, thinks and decides, there is a lowercase letter t. We will write it in a calligraphy pattern.

Teacher Let's remember how the lowercase letter t is spelled correctly. (A poster with the writing of this letter is hung on the board, and the teacher draws attention to the specifics of writing the parallelism of the elements in the letter t.) Everyone will now make their own pattern.

Pupils independently write their patterns in notebooks, 2-3 students then write them down on the board. (For example: t / t // t /// t //// ... and indicate the pattern of writing: the lowercase letter t alternates with the writing of short oblique lines, the number of which increases by one.)

4. Learning new material

Teacher Guys, name the words from the certificate again. (Words removed from the board) Give a description of the sound indicated by the letter with which you worked in the calligraphy minute.

Uch. In the words I read, thinks, decides, the lowercase letter t denotes a consonant deaf paired solid paired sound [t].

Teacher Think up and name words on the topic of the lesson so that this letter denotes a soft sound at the beginning of the word.

(Students name the words, and the teacher writes the proposed options on the board.)

Teacher Ask questions about these words.

(Students name questions, and the teacher puts up a poster with verb questions.)

Teacher Say what these words mean to answer the questions listed.

Uch. These words denote the actions of the subject.

Teacher. Summarize what you have learned about these words.

Student. These words denote the actions of the subject and answer the questions what did you do? what is he doing? what will he do?

Teacher Let's open the textbook on page 72 and read the RULE.

5. Vocabulary work

On the board: KLRIDUSCHNVANRT

Teacher Now look for a new vocabulary word in this entry. Does it fit the theme of our lesson?

Uch. In this entry, we skip 2 letters and get the word draw. It denotes the action of the object and answers the question what to do ?, which means it fits the topic of our lesson.

and fill in the sound scheme of the word:

DIV_ADBLOCK241">

Teacher Write down this sentence, changing the word corresponding to the topic of the lesson to a single-root, which answers the question what did you do?

Pupils write a sentence: The girl Marina painted a landscape with paints.

6. Physical Minute

Teacher Children, stand up, leave your desks. I will name the words, and you perform the actions that they denote:

we walk - we stand;

raise hands - lower;

squat - stretch up;

laughing - crying;

we shout - we are silent;

we stand - we sit down.

7. Primary fixation of new material

Teacher What is the feature in the words used in the warm-up?

Uch. Words denote opposite actions, that is, they are ANTONYMS.

Uch. The antonym for the word to be sick is to be well, and to the word to sleep is to be awake. (A card is posted on the board with these words:

to be sick - to be well

sleep - stay awake

Teacher Write down any pair of words from among those named. (Students complete the task.) Say which pair you wrote down. (3-4 students answer.)

Teacher Now name the SYNONYMS, that is, close in meaning to the same words: get sick, sleep.

(Students call, and the teacher hangs a card on the board:

hurt - sick

sleep - nodding)

Teacher Write down a couple of words that have a figurative meaning.

(Students write out a couple: sleep - nod off.)

Teacher This expression "nod" is called PHRASEOLOGISM. This is a stable expression with independent meaning. In the textbook on page 73 we find exercise 4.

(To soar in the clouds - ....

Keep your mouth shut - … .

Nick down - … .)

Teacher Let's read the proposed phraseological units. Let's select words close to them in meaning on the topic of the lesson.

Uch. Synonyms for these phraseological units are the following words:

soar in the clouds, i.e. dream;

keep your mouth shut - be silent;

to chop on the nose means to remember.

Teacher Write down the phraseological unit that you consider instructive for yourself.

(Students choose and write down, and the teacher finds out which phraseological unit was written down by 3-4 students.)

8. Fixing new material

On the board: The wind is howling.

Thunder rumbles.

The birds were silent.

The sun is hidden.

Teacher Read the sentences. Try to remember them. (Students complete the task.) Write the sentences from memory in such order as to make a text. (The board is closed.) Let's check.

Uch. I wrote down the sentences in the following order:

The sun is hidden. The wind howls. Thunder rumbles. The birds were silent.

Teacher Raise your hand who wrote everything correctly. Continue the text by adding another sentence of similar structure to complete the story.

(For example: A thunderstorm has begun. 2 students read the resulting texts.)

Teacher In the received text, find the words on the topic of the lesson.

Uch. In the text, I found the words: howls, rumbles, fell silent, hid, began, which correspond to the topic of our lesson.

Teacher Prove that the named words really correspond to the topic of the lesson.

Uch. These words denote the actions of objects and answer the questions: what does it do? - howls, rumbles; what did they do? - fell silent; what did? - hid; what did you do? - started.

Teacher Let's read the rule from the textbook again. (Students read the rule.) Tell the rule. Give examples that have not yet been heard in the lesson. (2 students answer.)

Teacher Find in the text words denoting actions with the same spelling as in the word "direct".

Uch. In the word "straight" there is an unstressed vowel I, which can be checked with the word "straight". So, in the text I have to find words denoting the actions of objects in which there is a checked unstressed vowel: rumbles - rumble, began - the beginning, began.

9. Summary of the lesson

Teacher Guys, have we fulfilled the goal set for us at the beginning of the lesson? (Compare with the board where the goal is encoded with supporting words.)

Teacher Tell me, please, what did you learn in the lesson? (2-3 students are heard.)

if you were interested and everything is clear - clap your hands;

if you have problems completing assignments for new material, sit down;

if you were bored, stomp your feet.

Students express their attitude to the lesson and their work on it by the proposed actions.

Teacher Thanks kids for the lesson!

You already know how many different words there are in Russian. There are words denoting the names of objects, words naming the signs of objects. But it turns out that there are words that tell about what actions objects perform. They report what kind of work or what actions are being performed, when these actions were performed: have already occurred, are currently taking place, or will only be taking place. In the lesson, we will get acquainted with these words, find out what questions they answer, learn to recognize these words among all the words and ask them questions correctly.

Consider a familiar toy. This is the robot dinosaur Pleo (Fig. 1).

Rice. 1. Dinosaur Pleo

With its help, let's remember what words of our language can you tell about?

Words that denote the names of objects and natural phenomena answer the questions WHO? or WHAT? What is this? This is a Pleo dinosaur toy, that's his name.

Words that denote signs of objects answer the questions WHAT? WHICH? WHICH? WHICH? Which Pleo? Green, interesting, small, funny.

Pleo is an electronic toy. Watch what he can do (fig. 2).

Rice. 2. What Pleo() does

In our language there are words that tell about what actions objects perform. Let's talk about them in more detail. Let us give examples of such words. What could a dinosaur do? Move, walk, turn your head, make sounds.

Let's practice, we will select words-actions of objects. Pictures will help us. Consider them and name why people need these items (Fig. 3)?

Rice. 3. Miscellaneous household items ()

Vacuuming, washing, cleaning, ironing, steaming, cooking, cooking, frying, baking, whipping, washing, boiling and much more help people make various devices. And they told us about this the words that denote the actions of objects.

There are a lot of words that denote the names of actions in our language. Scientists believe that in terms of frequency of use, they take second place after words-objects. This is not surprising, because they talk all the time about what is happening with objects, people, animals, plants and other things that exist in the world, how we work or what we do. Remember any lesson at school. Use action words to describe what is happening in the lesson.

The teacher explains, tells, asks, praises, writes, shows. To all these words one can ask the question: WHAT DOES the teacher do? Students listen, write, answer, retell, ask, watch, read. To all these words, one can ask the question: WHAT DO the students do? What did you notice? Why are the questions different? There is only one teacher, but many students.

We conclude that words denoting the actions of objects can tell about the action of one object, person, animal, the action of one natural phenomenon and several at once. If the word denotes the action of two or more objects, then it answers the question: what do they do?, if the action of one, then the question: what does it do?

One student decided to talk about how he was going to school, only with the help of action words. Read his story. Can you understand it?

Has rang. woke up. Awoke. Got up. Washed up. I had breakfast. Gathered. Got dressed. Came out. I was in a hurry. Ran. I was late. Got it. Has entered. Undressed. Managed.

Guess what it's about? Even if you use only one word-action in speech, you will understand the essence of what is happening. Of course, you guessed that the student was talking about what he did in the morning, how he hurried to school and was in time before the bell. And to all words-actions, you can ask the question WHAT DOES? WHAT ARE THEY DOING? What question should be asked to the student? Questions: WHAT DID YOU DO? or WHAT DID YOU DO?

Why is that? Remember what subject helps us to plan, not to be late, to do everything on time? Watch. The clock tells us the time. It is the clock that tells what time it is at the moment. And everything that happened before this moment has already passed. And the actions that were taken are also in the past. The student talked about what had already happened. About what has already happened, what happened, they ask: WHAT DID YOU DO? WHAT DID YOU DO? WHAT DID IT? WHAT THEY WERE DOING? or WHAT DID YOU DO? WHAT DID YOU DO? WHAT DID IT? WHAT HAVE DONE? The question depends on who performed the action.

But it turns out that words-actions can also tell about something that has not yet happened, but will only happen, maybe even just a few seconds in the future. WHAT WILL YOU DO? Watch the lesson. What will each of you do? Turn off the computer, play, read, go to sleep. To words-actions that will take place in the future, it is necessary to ask questions: WHAT WILL BE DOING OR WILL BE DOING? WHAT WILL DO? or DO?

You probably already guessed that the words that denote the actions of objects have their own hours. They only have three parts. This watch is special. They can tell about any word-action in different ways, depending on when this action occurs: now, has already passed or will happen in the future. Let's check how this watch works. Consider the word "speak". If the action has passed, then let's say - he spoke, the action is happening now - he says, it will happen - he will speak.

Continue by analogy

Test yourself.

Silent - silent, silent, will be silent.

The words-names of the actions of an object can not only name the actions of some object, person, animal or natural phenomenon, but also show the strength of the action - weak, stronger or the strongest.

Watch the words.

The rain is drizzling, falling, gushing (Fig. 4).

Continue watching.

The boy trudges, walks, runs.

Mom whispers, says, screams.

The kid smiles, laughs, laughs.

Name yourself a stronger degree of action.

asked

scared

praised

Test yourself

frozen- numb

asked - commanded

frightened - horrified

praised - praised

played - played

rides - rides

Today in the lesson we learned how much work is done in our language by words that denote the actions of objects and natural phenomena. They talk about what kind of work or what actions are being performed, when these actions were performed: have already happened, are happening at the moment, or will only happen. Depending on this, we will ask different questions to these words. We have discovered that these words can specify the extent to which something is happening. And they do all this for words that designate objects. With these words, they have the strongest friendship.

It is important to strive to learn, learn, understand, explore, understand, memorize, get smarter and say as little as possible - forgot, lost, did not. Let it be. And in this, of course, the words denoting the actions that you got acquainted with today will also help you.

The bell rang and fell silent.

3. Guess the riddle. What words in this riddle represent actions?

Flying - silent

Sits down - is silent.

Dies - roars.

4. Learn the word by action:

a) swims, dives, quacks -?

b) listens, examines, heals - ?

c) whistles, howls, blows -?

5. Complete the sentences with suitable words:

Soup is eaten, and tea ... .

Pancakes are fried, and pies ... .